A Study On Teachers' Evaluation Language In Primary Schools English Classes

With the deepening of New Curriculum Reform of Elementary Education and the advanced understanding of classroom teaching,more and more experts and scholars,including front-line teachers begin to pay close attention to the construction and improvement of the effective teaching and efficient classroom,all of which are inseparable from class interaction between the teacher and the student.Responding questions,which is an immediate feedback from the teacher to the student,is an essential part of classroom interaction.It is not only a kind of teaching behavior,but also a kind of teaching evaluation.Classroom teaching efficiency and effectiveness depends largely on whether responding questions are good or not.Good responding questions could stimulate students' interest in learning,improve classroom teaching effectiveness,promote teacher's professional development and improve teachers' ability to manage the classroom evaluation.Therefore,responding questions are being given more and more concern and attention.In order to find out the role the responding questions play in classroom teaching,the author chose three representative teachers,namely,novice teacher,skilled teacher and expert teacher as the research objects.Based on the responding question data collected from the three teachers' teaching recordings,the paper employed literature research,video analysis,comparative research method,in addition to interviews,in order to find out the behavioral differences of the primary school English teachers' classroom responding questions.The author attempts to analyze the possible reasons of the differences with the hope to help novice teachers to benefit from these differences and to improve their own abilities of classroom responding and also to shrink the gap between expert teachers.This study is divided into five parts.The first part is the introduction.It refers to research background,research significance and thesis framework.The second part is the literature review and the core concepts.It concretely introduces the definition and classification,and the influencing factors of responding questions.Moreover,it makes some core concepts definition of novice teachers,skilled teachers and expert teachers.Also,it deals with an overview of the present situation and level of the related research home and abroad and the author's reflections on the summary of the paper.The third part is the research design.This chapter mainly expounds the research questions,the research objects,the research methods,and the research process of this study.Also,it provides operational steps to the whole research.Besides,the author designs the teacher's classroom observation statistics as auxiliary material.The fourth part is the situation analyses of three teachers' classroom responding behavior.Through the data statistics,comparison and summary of three classes conducted by three teachers,the author sums up the main causes of the differences about teachers' classroom evaluation behavior and further explores the students' attitudes and demands to the teachers' responding behavior.The fifth part is the improvement measures about the teachers' responding behavior in primary schools English classes and the conclusion,which make efforts to help novice teachers to improve and to optimize the management of responding questions.At last,it contains the summary,the limitations and the future expectations of this research.