A Study On Classroom Praise Behavior Of Primary School Chinese Teachers

Primary Chinese is the basic subject of compulsory education in China,which is responsible for cultivating and developing students' Chinese literacy.Primary school Chinese classroom as the main position for students to learn Chinese has been the focus of attention.Praise as a positive evaluation method,if implemented properly,can not only make the classroom evaluation play the best effect,but also be able to moistening things silently to establish morality and cultivate people,which undoubtedly plays an important role in improving the quality of classroom teaching and the development of students.However,many first-line primary school Chinese teachers abuse and misuse the praise in class,which greatly affects the effect of teachers' classroom praise behavior and makes it difficult to play the role of classroom praise.At present,there are many researches on classroom praise behavior,but there are not enough researches focusing on classroom praise behavior of primary school Chinese teachers.Therefore,this study focuses perspective elementary school language teacher praise classroom behavior,on the basis of consulting,analysis of a large number of literature data,using the classroom observation and interview method to the current situation of primary school Chinese teachers classroom behavior praise,find out the problem of generality of the and tried to attribution analysis,finally put forward some feasible Suggestions for the teachers and the suggestion,in order to help a gleam of primary school Chinese teachers to enhance the effect of classroom praise behavior.This research mainly includes the following five chapters:The first chapter is the overview of classroom praise behavior of primary school Chinese teachers,including the definition of relevant concepts,theclassification of classroom praise behavior of primary school Chinese teachers and the characterization of effective classroom praise behavior.The second chapter is the investigation of the status quo of classroom praise behavior of Chinese teachers in XX primary school in Jinan city.Through the method of classroom observation and interview,the author studies the recognition of classroom praise behavior of primary school Chinese teachers and the frequency and type of classroom praise behavior of primary school Chinese teachers.The third chapter is the problems existing in primary school Chinese teachers' classroom praise behavior.Through the research on the present situation of primary school Chinese teachers' classroom praise behavior,it is found that there are three common problems in the classroom praise behavior of primary school Chinese teachers: first,primary school Chinese teachers' classroom praise behaviors have deviation;second,there are too many material praise behaviors in the middle and lower grades;third,primary school Chinese teachers' praise words are too general.The fourth chapter is the attribution analysis of the problems in primary school Chinese teachers' classroom praise behavior.Based on the above problems,the author makes attribution analysis from four aspects: the deviation of teachers' understanding of students' evaluation view,the deficiency of teachers' professional knowledge,the lack of teachers' praise skills in class,and the lack of teachers' self-reflection after class.The fifth chapter is the thinking and suggestions to improve the classroom praise behavior of primary school Chinese teachers.Based on the above research results,the author puts forward the following six suggestions for the first-line primary school Chinese teachers: first,to update the concept and establish a correctview of student evaluation;Second,we should integrate knowledge and practice and flexibly adjust the orientation of classroom praise.Third,it is necessary to strengthen learning and enhance teachers' professional knowledge.Fourth,we should temper our language and highlight the discipline characteristics of Chinese discipline.Fifth,teach students in accordance with their aptitude and use differentiated praise techniques.Sixth,we should reflect on ourselves and pay attention to self-reflection after class.