A Sociological Study On Classroom Evaluation Language Of Primary School Teachers

With Continuous in-depth of the current teaching reform,The effectiveness of classroom teaching is studied by at all levels of society.Back to the classroom" is inevitable problems for all education reform.The empirical research for the evaluation language for elementary school classroom is a response to the national new curriculum reform of education concept,which is also a test of the new curriculum reform ideas whether can be converted into classroom teaching behavior or not and can effectively handle problems in the elementary school classroom.There will be a strong theoretical and practical significance for the primary school education staff.This study mainly takes literature method,questionnaire survey method,classroom observation ects.which take senior class of one primary school in Dalian as the research object to explore and practice of on the current situation of classroom evaluation language.We randomly selected one class from Grade3 classA /Grade 4class B/Grade5 classd and Grade6 class D to explore class observation in order to guarantee the credibility of the evidence.We conducted quality and quantity research with applying a variety of research methods comprehensively and observe present condition of classroom language evaluation through cases of primary school.Based on the research of classroom evaluation language of the elementary school and Penetration and spread of new teaching concept in middle&primary school,we found Teachers' classroom evaluation language has a promoting function for teaching achievements and students' learning enthusiasm.But the teacher still has some problems in the concrete application,which makes us worried.For example,many teachers have a limited understanding and reflection on the classroom evaluation language;Even some teachers will have more extreme opinions;Others will make repeated and boring classroom evaluation language in practical teaching and treat students unequally lacking of fairness also rush to evaluate students' classroom performance such as lack of classroom listening and patience something like this.In view of the above analysis of some problems of elementary school teachers existing in the classroom evaluation language,I put forward some reasons and strategies,Combining the studies from previous scholars and author's humble opinion.