Case Study Of Classroom Evaluation Language In Elementary School Mathematics

The core competencies and values for Chinese students' development has become the main direction of curriculum reform in China since it was put forward.There is a wealth of research on core literacy,but it is an urgent problem to be solved that the core literacy how to be implemented in classroom.As an important language for communication between teachers and students,classroom evaluation language bears the task of developing students' core literacy.It is of great significance to study the classroom evaluation language in elementary school mathematics from the perspective of core literacy.In order to better develop the students' core literacy,the classroom evaluation language in elementary school mathematics should follow the humanist principle,the development principle,the distinction principle,the pluralism principle and so on.As a math teacher in elementary school,it is convenient for the writer to observe the classroom.In order to get the real problems of classroom evaluation language in elementary school mathematics and analyze the causes of the problems,this paper mainly adopts classroom observation and interview method for research.Making use of resources,the writer observed and analyzed 20 classes in schools of different levels.In addition,the author interviewed the teachers.Through the research,it is found that there are some problems in classroom evaluation language in elementary school mathematics,such as the lack of real emotion,the lack of student evaluation,the lack of attention to students' learning process,and the lack of core literacy orientation.Deficiencies in teachers,schools,and training cause these problems.Based on the analysis of the problems and reasons,the writer puts forward some pertinent suggestions,such as strengthening teachers' understanding of core literacy and classroom evaluation language,strengthening teachers' emphasis on classroom evaluation language,strengthening teachers' literacy,strengthening discussion about classroom evaluation language in school,strengthening the training about the core literacy and classroom evaluation language,etc.From the perspective of core literacy,this paper makes a real classroom case study on classroom evaluation language in elementary school mathematics,and puts forward practical suggestions on the use of classroom evaluation language and the development of students' core literacy,so as to improve the effective use of classroom evaluation language and the real development of core literacy.