An Observational Study On The Classroom Evaluation Language Of Primary School Chinese Teachers From The Perspective Of Pragmatics

Classroom evaluation language is an important part of teaching language,and also an important carrier for teachers to regulate the classroom and improve teaching and learning.This paper analyzes the classroom evaluation language of Chinese teachers in primary school from the perspective of pragmatics,and probes into the following three questions: What is the use of the classroom evaluation language of primary school Chinese teachers? From the perspective of pragmatics,what are the problems in the classroom evaluation language of primary school Chinese teachers? Based on the theory of pragmatics,how to improve the language outlook of primary school Chinese classroom evaluation?In order to solve the above problems,this study constructs a pragmatic analysis framework of primary school Chinese classroom evaluation language on the basis of combing relevant literature,and develops classroom observation scale under the support of theoretical framework.Enter into the primary school Chinese classroom to implement participatory classroom observation,analyze the collected evaluation segment of the teacher classroom;according to the results of the observation,the corresponding outline of interviews between teachers and students were designed.The conclusions are as follows:The classroom evaluation languages of primary school Chinese teachers are not evenly distributed in the five teaching contexts,mainly concentrated in the context of "when students perform well" and "when students behave badly or when they make mistakes",which are often found in Chinese classrooms.Moreover,and teachers tend to make evaluations in these two contexts.Teachers' evaluation language is the most serious violation of pragmatic requirements in the context of "students show bad or wrong expression",and the best way to evaluate language use is in the context of "students encounter difficulties in learning".There are three problems in the implementation of classroom evaluation for primary school Chinese teachers: teachers' habit of changing questions instead of evaluation,lack of guidance in evaluation;formality,formality and distortion in classroom evaluation,lack of truth in classroom evaluation language.And lack of truthfulness in classroom evaluation language leads to be hard to evoke a student's identity.Through analyzing the data of teachers and students' interview,we find that the main causes of the above problems are: the teachers' understanding and application of classroom evaluation language is inconsistent,the teachers' cognition of students' psychology is inconsistent with the students' actual psychological states,and the teachers' understanding of the classroom evaluation language is not consistent.The training of teachers' classroom evaluation language is insufficient.Based on the above conclusions,this study studies the existing problems and causes of classroom evaluation language,and puts forward three suggestions: paying attention to the classroom situation of evaluating language,studying the dialogue psychology of primary school students,and strengthening language training.