A Study On Chinese Teachers’ Classroom Remarks In Higher Grades Of Elementary Schools

At the beginning of the 21 st century,China started the eighth basic education curriculum reform.O ne of the basic objectives of the new curriculum reform is to establish an evaluation system that is conducive to the overall development of students.Student evaluation reform emphasizes the diversification of evaluation methods.It advocates teachers should concerned with students’ examination results,and at the same time,they should pay attention to process evaluation.O ne of the important manifestations of the process evaluation is the informal evaluation,which is aimed to promote the students’ development.This is important for students’ learning and personal growth,for example,inspiration,heuristic,and diagnostic.However,in the actual classroom teaching,there are still many problems in the remarks which primary school teachers used,whether in oral remarks,or in body remarks.In this study,the classroom language of the senior high school students in rural areas is used as the research place,and classroom observation,questionnaires and interviews are used to study the teachers’ classroom evaluation language.The author uses the self-made tool "An observation table of Chinese teachers’ remarks in higher grades of rural primary schools" to observe five rural primary school language courses in T County J rural area of P County,Henan Province.A questionnaire survey was conducted on the students of the five rural primary schools by using the questionnaire entitled "Q uestionnaire of C lassroom remarks on Rural Primary School Teachers".In addition,the author also used the interview tool "An interview outline of the teachers’ classroom remarks in higher grades of rural primary school "(teacher version)and "An interview outline o f the teachers’ classroom remarks in higher grades of rural primary school"(student version)to conducted a field interview with teachers and students who were randomly selected from the higher grades of the five rural primary schools.The results show that the main problems of classroom re marks in rural primary schools are that the knowledge base of students’ evaluation is relatively weak,most teachers pay less attention to classroom re marks,the forms of comments is single and ignoring body language,commentary prevalence of cognitive and emotional imbalance phenomenon,comments lack of comprehensiveness,specificity,flexibility,novelty and impartiality.O n the basis of attribution of these problems,this study gives some suggestions from the educational administration department,the school level and the teacher’s own level.The specific contents include: teachers should establish the correct evaluation view of students,enlarge the cultivation of classroom remarks,cultivate their pedagogical tact,embody the classroom remarks’ emotional care;appropriate use of praise and criticism,focusing on reflection of classroom evaluation.