Based On The Constructivism Learning Theory Of Primary School Chinese Teachers’ Classroom Evaluation Language Study

Elementary school language classroom evaluation language in stimulate students interest in learning, improve the efficiency of classroom teaching,guides the student language expression has a subtle role. Constructivism learning theory is to stand in the Angle of the students as the main body,starting from the direction of human nature, to new look at the learning process. In this paper, the constructivism learning theory associated with primary school Chinese teachers’ classroom evaluation language, from a new Angle to explore language classroom evaluation.Long-term learning based on constructivism learning theory and visiting survey of local primary school, in the form of questionnaire and sampling method for evaluation of primary school Chinese teachers’ classroom language has carried on the thorough understanding. Constructivism learning theory is a kind of macroscopic model, the primary school Chinese teachers’ classroom evaluation language is a kind of micro medium, combine both help to play a better evaluation of language classroom teaching value. Classroom evaluation language currently main problems of the following three aspects:failure to specific language students learning, incentive evaluation failed to contact a specific problem situation, pay attention to knowledge learning and classroom evaluation language and lack of the cultivation of emotions,attitudes and values. Based on the above problems based on the constructivism learning theory study view, students view and knowledge view three Angle analysis, put forward the following implementation strategies:elementary school language teacher classroom evaluation language should adhere to the knowledge standard, the cultivation of the learning behavior habits, and strive to achieve the diversification of classroom evaluation language, etc.