The Study Of Primary School Teachers’ Classroom Teaching Evaluation Behavior Status And Countermeasures

Teachers’ evaluation of students is a very important part of classroom teaching in primary schools,and also an important form of classroom interaction between teachers and students.In the primary school classroom,teachers evaluation behavior can not only give students timely feedback,so that students can see their achievements and shortcomings,find the reasons for success or failure,but also can inspire the students’ intelligence,stimulate their potential,active classroom atmosphere,enthusiasm to maximize the mobilization of learning.On the contrary,if the teacher’s classroom teaching evaluation behavior is not appropriate,the students are very easy to lose interest in learning,the relationship between teachers and students is to become nervous,and the negative impact is beyond doubt.Therefore,it is necessary for us to study the classroom teaching evaluation behavior of primary school teachers in order to apply them to the practice of primary school classroom teaching.This study in Changchun M primary school as a case,for "primary school teacher’s classroom teaching evaluation behavior" related survey.A total of 27 regular lessons in the school were selected for classroom observation,and a questionnaire survey was conducted among the 200 teachers,and interviews were conducted with 11 teachers.Mainly from the evaluation behavior types,evaluationbehavior form,evaluation behavior content,evaluation behavior object and evaluation behavior time five dimensions analysis,to find out the current situation of teachers’ classroom teaching evaluation behavior of M primary school in Changchun city.Through the investigation and study,we found that there are some problems in the classroom teaching evaluation behavior of primary school teachers:the teacher’s appraisal behavior mostly displays in the right and wrong judgment,and praises blindly,has not played the educational diagnosis function;teachersoften use body language assessment and oral language evaluation,use fewer written speech evaluation,evaluation form distribution is extremely uneven;teachers pay attention to the student evaluation of the individual,ignore to the whole class and group evaluation;the timing of the teacher’s evaluation behavior is not appropriate,attaches great importance to the immediate evaluation,which ignoring the evaluation of other teaching opportunities.Through intensive analysis M primary school teachers’ classroom teaching evaluation behavior problems and influence factors,combined with related theory and typical cases,and puts forward some specific and feasible concrete countermeasures to improve the classroom teachingevaluation behavior.Thespecific practicesfrom the perspective of teachers,including:shift evaluation idea,and pay attention to their own evaluation;improve evaluation quality,which reflected teachers’ professional role;adhere to the diversified evaluation orientation;payattention to after class reflection on the evaluation of behavior,etc.From the perspective of school,mainly including:organize teachers to learn the theoretical knowledge about classroom teaching evaluation,to strengthen the training of teachers’ behaviors in class teaching evaluation;to carry out abundant research activities,and improve teachers’ evaluation behavior art,etc.