A Study Of Classroom Evaluation Language For Primary School Language Teachers

In the process of basic education course reform,the effectiveness of classroom teaching is the focus of education researchers.What’s more,the study of classroom evaluation language can not only improve the conception of teaching evaluation and promote the healthy development of students,but also deepen the reform of the effectiveness of classroom teaching.It has important theoretical and practical significance in diagnosing and improving the existing problems of classroom evaluation language,and improving the theory,technique and the usage level of classroom evaluation language,etc.This research adopts literature research,investigation method and text analysis and so on.First of all,through the observation and log sheets,the author will record different dimensions of usage of classroom evaluation language.Secondly,the author will have an interview to have a great insight to the existing problems of classroom evaluation language use.Thirdly,the author will find the reasons through the quantitative statistics and qualitative analysis.Finally,by reviewing the issues,the author will conclude some good usage specifications of classroom evaluation language and find out some measures to improve.According to the above research ideas,the thesis consists of four parts.Introduction is to introduce the general condition of this study,including research background,significance,research status and research design.The first part is the theoretical interpretation of classroom evaluation language,which mainly includes the definition,type and function of classroom evaluation language.The second part is the present description of classroom evaluation language.The author will describe it objectively from five dimensions which are the evaluation nature,the evaluation content,the evaluation form,the evaluation objects and the evaluation purpose.The third part is the result analysis of classroom evaluation language.Through the investigation,the author finds some problems.The specific evaluation of students and the evaluation of personalities are few.The evaluation of moral trait is deficient and it also puts particular emphasis on summative evaluation.The teachers’ privileged right still exists.The author thinks that the main reasons for these problems are that teachers don’t have a deeper understanding of evaluation idea and often neglect the students’ individual differences.The lack of self accomplishment and the limited organization form as well as the imperfect system result in all these problems.This part will be divided into three aspects-investigation results,existing problems and attributive analysis.The part of investigation results mainly conclude from the present description of classroom evaluation language.The part of existing problems will find the problems about the use of classroom evaluation language by using the frequency of text analysis and content analysis.The part of attributive analysis will mainly find reasons from the theoretical and practical aspects,which will provide a literature basis for research strategy.The fourth part is to improve the strategy of classroom evaluation language.It will strengthen the theoretical study of classroom evaluation language,establish the use norm of classroom evaluation language,improve the usage of classroom evaluation language and establish a scientific management system about classroom evaluation language.