A Study On The Evaluation Language Of Chinese Teachers In Primary School

Evaluation language is the response and handling of the teacher to the students,which is an important part of the classroom question and answer. It is not only a kind of teaching behavior, but also a kind of evaluation behavior. Evaluation language is a teaching tact, timely and appropriate answ er can improve classroom efficiency, make the classroom full of vitality;to promote teachers’ development and improving the teaching ability of teachers;the most important is to mobilize the enthusiasm of students to learn, causing students’ attention and thinking, to promote student understanding of knowledge and further study, laid a solid foundation for the lifelong development of students.Only a few monographs and papers have been explored in the study of the teacher’s evaluation language, which is more emphasis on the theoretical level and the lack of practical research results. At the same time, many novice teachers in the classroom often feel at a loss what to do, they are very eager to improve their own classroom management level, but there is no su itable method. Based on the above factors, based on the study on the definition of effective answer, novice teachers, proficient teachers and its related concept intension, of classroom observation, questionnaire survey and theoretical analysis to answer t o find out the reasons for the novice teacher and proficient teacher evaluation gap, some reference suggestions for novice teachers in the classroom of the future should.This thesis is divided into six parts:The first part is the introduction, mainly int roduces the origin of this study, research content and methods and related literature review. And defines the core concept of this study.The second part is the investigation and analysis of the overall situation of the current primary school language classroom evaluation behavior. This part on the results of previous studies based on design classroom a level observation table, through the primary school L 40 Chinese teachers in classroom and a observation of the primary school teachers of Chinese language classroom a group status; through to the teacher questionnaire about teachers a subjective understanding of Chinese in the classroom of the primary school of science and technology; through the questionnaire and interview to students, further understanding of teachers and a status and student to teacher and answer the demands.The third part is to compare the three cases of primary school language classroom to conduct an analysis of evaluation. Through the Superfine Teacher Jia Zhimin, excellent teachers Gao Yueyong and Z for novice teachers in L schoo l teacher with a class of data were compared and analyzed, summed up between the novice teacher and proficient teacher classroom and a gap and novice teachers problems and shortcomings, in order to further improve the effectiveness of classroom and a provides the basis.The fourth part is the primary school language teachers to improve the evaluation strategies. Based on the second and the third part of the observations. This part for the novice teachers classroom science questions are put forward in view of the strategy and the suggestion, in order to further promote novice teachers in the classroom and a effectiveness.The fifth part is the effect of the new strategy adopted by the novice teacher. Through the comparison of the teacher’s classroom level data and the student’s questionnaire survey to test the effectiveness and operability of the strategy.The sixth part is the conclusion. Summarize the problems found in the study and the direction of future research.