Current Situations And Countermeasures Of Primary Classroom Evaluation Language

Classroom Evaluation Language,as a vital part of teaching language and classroom evaluation,is a frequently-used and indispensable teaching tool in the primary classroom.Classroom evaluation language undertakes not only the task of classroom interaction between teachers and students,but also the task of fact judgment and value judgment.By using the classroom evaluation language,teachers are able to control the teaching trend,maintain the classroom discipline,guide students' studies,adjust students' behaviors and attitudes,and finally help students build benign emotions and values.However,in fact,the levels of attending and using the classroom teaching language are discrepant among teachers.There are various issues in the process of using classroom evaluation language,which violate the curriculum evaluation concept proposed by the new curriculum standard.In this case,classroom evaluation language is not able to assist classroom evaluation,and even has many negative impacts.Therefore,our research would revisit the using of classroom evaluation language in primary schools and excavate the types and effects of it by combining the theory with practice.Moreover,by taking primary school J as the example,we survey the current situation of using classroom evaluation language,summarize the emerged problems,analyze the deep reasons,and finally help teachers find appropriate strategies to improve the level of using classroom evaluation language.Our research consists of five parts.Part ?: An overview of the classroom evaluation language.This part illustrates and demarcates the core concepts associated with our research,i.e “teaching language”,“classroom evaluation” and “classroom evaluation language”,then summarizes and states the types and effects of the classroom evaluation language.Part ?: A survey of using classroom evaluation language in primary school J.This parts discovers the current situations of using classroom evaluation language among teachers in primary school J,i.e.the lack of cognition for classroom evaluation language,the low level of teachers' introspection and the unfairness of evaluation.Part ?: The scanning of issues in using primary classroom evaluation language.This part analyses the issues in using classroom evaluation language from three viewpoints,i.e.the lack of evaluation language,the evaluation aspect and the language aspect,and summarizes the issues as follows: the monotonousness of evaluation targets,the curtness of evaluation processes,the unfairness of evaluation contents,the impropriety of evaluation language and the lack of evaluation artistry.Part ?: The reason analysis of issues in using primary classroom evaluation language.This part analyzes the deep reasons from two perspectives,i.e.exterior and interior.External reasons include the examination-oriented education conception,the discrepancy between subjects and the lack of teacher education.Internal reasons include the unscientificity of evaluation conception and the insufficiency of personal ability.Part ?: The countermeasures for improving classroom evaluation language.This part proposes several countermeasures from two perspectives,i.e.strengthening teacher's education and exchange,establishing proper conceptions and improving relevant skills.