An Applied Study On Teachers’ Praise In Primary School English Classrooms

Primary school education is the beginning of the compulsory education. Children are the hopes and future of this whole nation. Therefore, the primary school education is related to the future of the Chinese nation. Moreover, the class is a place where teachers transfer information to students, and it is also an important place for effective communication between teachers and students. Classroom teaching exerts great influence on children’s development and their personality formation. Moreover, teachers’ praise in the classroom teaching has great influence on inspiring students’ interest in learning and encouraging students to be more positive. In the process of English teaching in primary schools, teachers’ praise can not only create a relaxed and harmonious classroom atmosphere, but also give affirmation and appreciation for students’ answers and performance, which can not only set up student’s self-confidence, but greatly motivate students’ initiative and enthusiasm for English learning. This paper is based on some surveys and researches in Bailu Central Primary School, which is from Xingzi County, Jiujiang City, Jiangxi Province. The author of this paper made investigation and analysis on the applications of English teachers’ praise Bailu Central Primary School. The author tried to do this study through the tools of classroom observation, interviewing and questionnaire. Via this investigation, the author found some problems on the application of English teachers’ praise in Bailu Central Primary School. Those problems are: the used types of praise are too monotonous; teachers have some bias while giving praise; lack of balance between praise and appropriate criticisms. Needless to say, it is of great significance to improve and optimize primary school English teachers’ ability of using praise. Aiming at solving the problems, the author analyzed the reasons, and put forward some countermeasures and suggestions to optimize those problems, including rural primary school English teachers should: establish a correct view of evaluations on students; improve their knowledge literacy; carry out evaluation theory instruction and training for the teachers; construct harmonious teacher-student relationship and strengthen teacher’s reflection on their praise.