A Case Study On The Application Of Class Evaluation Language In The Second Period Of Primary School

As an important factor influencing primary school Chinese classroom,classroom evaluation language is becoming the object of scholars' research.The purpose of the research points out the main problems and put forward suggestions through the study on the current status of the language classroom evaluation.It provides reference for the use of evaluation language in other elementary school.The research is not only a concrete action to implement the curriculum reform,but also can improve the content of the evaluation system.It is the effective means to ensure the class smoothly.Therefore,it is of great significance to study the evaluation language of the second class.The research follows the logical thinking of asking questions,analyzing problems and solving problems.The study is conducted on students and teachers in third and fourth grade,and the content of the study is the classroom evaluation language of the second period in primary school.Research ideas are as follows: firstly,it regards the problems existing in the classroom evaluation language as a breakthrough point,and then explore elementary school grade three and grade four of the use of classroom evaluation language status quo through the interview method,questionnaire survey and literature research.Secondly,the paper shows the status quo in the form of classroom observation and questionnaire survey records,it summarizes the following problems: evaluation dimensions is not diversity,the way of evaluation is unitary,the of the object of evaluation is not covered every student,the evaluation content is not improper,vocabulary is not rich,the frequency is low,the inefficiency after using evaluation is not good.Furthermore,this paper analyzes the causes of the present situation according to the theories of pedagogy and psychology.It mainly involves the school,the teachers and the students.The facet of school: the school is lack of the relevant training of classroom evaluation language.The requirement of classroom evaluation language is not clear.The facet of teachers: the concept of the classroom assessment is weakening.Evaluation experience is not rich.Teachers are not good at using the encouraging language.Teachers can't deal with the relationship between aptitude of certain one and every one.The use of professional level of using evaluation language is not high.The facet of students: the mutual assessment ability needs to be improved and students are more receptive to verbal evaluation.Finally,the paper puts forward some suggestions to optimize the application of classroom evaluation language.The facet of school: carry out relevant training and accumulate evaluation experience;improve assessment mechanism and improve the status of evaluation.The facet of Teachers: learn relevant documents and change the evaluation concept;active learning and improving the ability;clarify the requirements of reform and increase dimension;aiming at the characteristics of students and optimizing evaluation method;focus on the whole students and expand the object;master the evaluation strength and enrich the evaluation language.The facet of student: increase mutual evaluation,pay attention to other forms.In conclusion,the research provides reference for other study of primary school classroom evaluation.The innovation of the research is to show the present situation of classroom evaluation language in the form of classroom practice and questionnaire.The deficiency of the research is the limitation of the sample due to the geographical limitation,and the relevant data will be collected to improve the research.