A Study On The Evaluation Language Used By Primary School Chinese Teachers In Read-aloud Class

Reading class teacher's read-aloud evaluation language is a component of reading class evaluation.It is a tool to evaluate the correctness,read-aloud skills and emotions of a reader,so as to help the students achieve correct fluent and emotional reading.However,problems such as the lack of diversity,progressiveness,emotions,and differentiation have been seen among first-tier primary school teachers when giving a Chinese read-aloud class.This paper consists of three parts.The first part presents the status quo of the use of in-class read-aloud evaluation language among Chinese reading teachers of a primary school in Nanning by means of classroom observation and recording.The second part analyzes the causes of the common and unique problems observed in using read-aloud evaluation language via questionnaires and interviews with the teachers and students.The third part puts forward specific improvement suggestions for the use of read-aloud evaluation language after analyzing classroom records collected in class.The study believes that the achievement of high-quality read-aloud evaluation language requires teachers' long-term study and improvement in areas including shaping a growth evaluation mindset,constructing empathy between teachers and students,unifying the instrumentality and humanity of read-aloud evaluation language,improving the efficient use of read-aloud evaluation language and read-aloud attainments.It is expected that by doing so,developments will be seen among primary students in their language using abilities.Chinese teachers' teaching evaluation abilities will be improved,too.It will also cultivate the read-aloud literacy and humanistic feelings of teachers and students and will create a healthy teaching environment in primary school Chinese reading classrooms.