A Study On The Evaluating Behavior Of Chinese Novice Teachers In Primary School

With the concept of dialogue teaching strongly advocates,more and more scholars concerned on the interaction between teachers and students in classroom teaching,the interaction between teachers and students mainly through the dialogue between teachers and students to achieve which mainly reflected in the teacher's questions to the students and teacher's evaluating after the students on the answer.Therefore,the teacher's evaluating behavior for the students' answer in the classroom teaching is increasingly attracting the attention of scholars and front-line teachers.The teacher's evaluating behavior is the language or nonverbal response and treatment of the teacher's response to the student's answer after the teacher raises the question and the student answers the teacher's question.The teacher's evaluating behavior is an indispensable part of the classroom teaching process.It is an effective means to cause,maintain and promote students' learning.Teachers' rational and efficient evaluating behavior can effectively cultivate students' interest in learning and stimulate students' learning motivation.In addition,the teacher's evaluating behavior in the promotion of students' learning,promote the professional development of teachers and promote classroom culture generating aspect also has immeasurable significance and value.However,in the present Chinese classroom teaching in primary school,especially the Chinese novice teacher in primary who attend the teaching career just one to five years,due to lack of teaching experience,the deficient of teaching wit,lack of teaching reflection and other reasons,novice teachers' evaluating behavior is still exist some problems.This paper adopts the quality of investigation method,take four Chinese novice teachers in primary school for research object,specific used the classroom observation method and interview method.On the basis of understanding the present situation of the practice of the Chinese novice teachers' teaching evaluating behavior in the primary school,analyze the primary school Chinese novice teachers' merits and the shortcomings in the process of teaching evaluating,the existing problems include the following: the reflection of novice teachers' evaluating behaviorin classroom teaching is insufficient;novice teachers' evaluating language is poor;novice teachers' evaluating content targeting is not strong;teachers waiting reply time is too short which lead students don't think enough and the evaluating preinstall in the classroom inefficient.And summarizes the factors that effect the evaluating behavior of novice teachers in the primary school,including teachers,students,class,teaching content and teaching objectives and problem characteristics of four factors.Finally,based on the above analysis,the paper puts forward some concrete suggestions and strategies to enhance the Chinese novice teachers' evaluating behavior in primary school: listen well and targeted evaluating;design questions carefully and do a good preinstall evaluating;Enrich and forge evaluating language;strengthen the reflection of evaluating,with a view to put forward some suggestions to reference for the novice teachers' classroom evaluating in the future.