A Study On The Strategies Of Classroom Feedback And Evaluation Of Chinese Teachers In Primary School

Classroom feedback and evaluation is an important teaching behavior of teachers in classroom teaching,which can regulate teaching procedures,integrate teaching links,lead teaching direction and play the leading role of teachers.As one of the important ways for students to get feedback and evaluation,classroom feedback and evaluation will affect students' understanding of problems and their further learning methods,as well as their learning attitude and interest.As an important part of classroom questions and answers,feedback and evaluation is difficult to control and easy to ignore,but also the key for teachers to improve the level of classroom teaching.The purpose of this study is to find out precise and appropriate strategies of feedback and evaluation for primary school Chinese class.The research methods mainly include classroom observation,questionnaire survey and interview.In this study,6 novice teachers and 6 expert teachers were observed for a total of 1018 minutes of classroom teaching.By using the self-designed research tool of classroom feedback and evaluation behavior,the data of classroom reasoning behavior were collected,and the data were statistically and contractually analyzed to draw the transfer matrix and scatter diagram.Based on the questionnaire survey of students and the interviews with teachers,this paper compares the differences between novice teachers and expert teachers in feedback and evaluation strategies,so as to obtain the precise and appropriate strategies of feedback and evaluation in class for primary school Chinese teachers.(1)By comparing the answer strategies of novice teachers and expert teachers,it is found that the answer strategies of expert teachers are more diversified than that of novice teachers;The two types of teachers have obvious differences in answering strategies when facing problems with different cognitive complexity.Expert teachers can adopt different strategies according to students' different answers.(2)A questionnaire survey of students shows that the majority of students expect the teacher's feedback and evaluation in class and think the teacher's feedback and evaluation is helpful to them.When the answer is correct,they like the teacher to give affirmation,praise and positive actions;When the students have no answer or inaccurate answer,hope the teacher to give guidance and encouragement,They are negative to the teacher's criticism and Instead of answering.(3)Through the interview comparison between the expert teachers and the novice teachers,it is found that the expert teachers have a deeper and more comprehensive understanding of the feedback and evaluation.The feedback and evaluation strategies of expert teachers are more specific,more targeted,they more concerned with the development of each student,and more focused on guidance and reflection.(4)Through the comparative analysis of feedback and evaluation strategies,the investigation and analysis of students and the interview analysis of teachers,the author concludes precise and appropriate strategies of feedback and evaluation: the precise and appropriate strategies of continuing to ask questions--to ensure accuracy and focus on guidance;the precise and appropriate strategies of guided answer--attaching importance to inspiration and accompanying encouragement;the precise and appropriate strategies effective praise--focus on specific and often motivated;the precise and appropriate strategies of simple praise--multiple words and moderate frequency;the precise and appropriate strategies of positive repetition--repeat the main points and have targeted;the precise and appropriate strategies of improving affirmation--highlight the breadth and highlight the depth;the precise and appropriate strategies of guiding negation--using method skillfully and holding patience;the precise and appropriate strategies of positive action--multiple times and respond to words feedback and evaluation.