Investigation And Research On The Application Of Classroom Teaching Evaluation Language In Higher Grades Of Primary School

Teachers’ evaluative language on students’ learning effectiveness,learning attitude and various behavioral performances in the classroom is instantaneous and improvisational.As an important medium in classroom communication between teachers and students,evaluation language plays a vital role and it will influence students imperceptibly.Active evaluation language will promote students’ physical and mental health and benefit students.As the senior students of primary school,their cognition and other aspects are greater than those of the students in lower grades.They are eager to win,and they hope that their learning,performance,and emotions in the classroom will be affirmed and trusted by teachers.Therefore,teachers need to go deep into the student group,truly understand the real needs of students,and give them accurate and appropriate evaluation.However,some teachers fail to recognize the importance of evaluation language in classroom teaching,or some teachers are not timely enough,inappropriate,inaccurate and monotonous when using evaluation language.They cannot make students realize whether their answers and actions are correct or not,and cannot play an effective role in promoting students’ development.Therefore,it is very important to study the current situation of higher grades teachers in primary schools using classroom teaching evaluative language and put forward corresponding countermeasures.In this study,questionnaires,classroom observation and interviews were used to investigate the use of classroom evaluation language of higher grades teachers in Shijiazhuang Z primary school.The research mainly focuses on the problems found in the survey and will put forward corresponding improvement strategies.This paper is mainly divided into five parts,the first part is the introduction,which mainly includes four aspects:the basis of topic selection,research status at home and abroad,research methods and research significance.The second part is a survey of the use of classroom evaluation language by upper grades teachers in Shijiazhuang Z Primary School.Through questionnaires,the teachers’ understanding,use,effect and reflection of classroom evaluation language were investigated.The third part is about the current situation and analysis of the use of classroom evaluation language by Chinese teachers in the school.The forth part is to summarize the problems existing in the use of classroom teaching evaluation language of higher grades teachers in primary schools,and to analyze the reasons.The last part is to put forward improvement strategies from four aspects.The author hopes that the research results will cause teachers in the first-year primary school to pay more attention to the classroom evaluation language,and actively reflect on the problems existing in the use of classroom evaluation language.The improvement strategy proposed in this paper can provide some reference for teachers in the use of classroom evaluation language.It is expected that with the joint efforts of everyone,the teaching quality of the primary school Chinese classroom can be further improved.