A Study On Classroom Evaluation Of Language Use By Chinese Teachers In Primary Schools

Classroom evaluation plays an important role in Chinese classroom teaching in primary schools.The quality of its evaluation will affect the achievement of goals,the effective control of teachers over the teaching process and the effective guidance of students.Classroom evaluation language is a main form of classroom evaluation,which runs through the whole classroom teaching and plays a very important role in the effectiveness of classroom teaching.On the one hand,teachers' rational use of classroom evaluation language can promote students' active learning and development.On the other hand,it can improve the quality of classroom teaching.Therefore,it is particularly important to study the use of classroom evaluation language by Chinese teachers in primary schools.It can not only provide theoretical help for primary school Chinese teachers in correctly understanding classroom evaluation language,but also provide convenience for the specific application of classroom evaluation language for primary school Chinese teachers.This study takes S primary school in Taiyuan Shanxi province as an example,and selects the Chinese teachers and students in the fourth grade of this school as the object of this study.Through the methods of interview and observation,this study is carried out.This study describes the phenomenon of classroom evaluation language use from several dimensions,including the purpose,the object,the method and the effect.According to the research needs,the author randomly selected 30 Chinese classes from the teachers' classes for normal class observation.In the observation and interview,the author found that the main problems of the teachers' classroom evaluation language were the deviation in the purpose of use,the monotonous method of use and the overall poor effect.In view of the problems found in the survey,the author combing through the previous materials and theoretical knowledge learned in daily life.It is clear that the reasons for the problems in the specific application mainly include the lack of scientific concept ofteacher classroom evaluation,the lack of teaching wit in classroom evaluation method and the relative lack of ability in classroom evaluation.Finally,the author puts forward some Suggestions on how to strengthen the scientific concept of classroom evaluation,the diversity and flexibility of classroom evaluation methods and how to highlight the disciplinary characteristics of classroom evaluation language of primary school Chinese teachers under the theoretical guidance of Chinese curriculum standards for compulsory education.In addition,it is hoped that these improvement Suggestions can improve the primary school Chinese teachers' attention to classroom evaluation language,improve their ability to use it,and give full play to the value and function of classroom evaluation language.