A Study On The Effectiveness Of Evaluation Language In Primary Chinese Classroom Teaching From The Perspective Of The New Curriculum Reform

In China,people pay more attention to the basic education.Our country is constantly reforming and developing the basic education,while striving to improve the effectiveness of teachers in the process of classroom teaching.It is of great significance to study the effectiveness of evaluation language in primary school Chinese classroom teaching to improve the effectiveness of primary school Chinese classroom teaching,to promote the overall development of students and deepen the teaching reform can play an important role.The Chinese curriculum standards for compulsory education(2011 edition)issued by the ministry of education clearly states: "the evaluation of Chinese curriculum should accurately reflect students' learning level and learning status,and fully implement the objectives of Chinese curriculum." Chinese curriculum evaluation has many functions such as checking,selecting and encouraging,which can well test students' learning,improve teachers' curriculum design,improve the whole teaching process,and effectively promote students' progress.If the classroom teaching evaluation language is not used well,it will have an impact on students' learning enthusiasm,not conducive to the development of students' body and mind,reduce the effectiveness of classroom teaching,and then affect the overall development of education.In the primary school Chinese class,teachers' teaching evaluation language is used throughout the whole teaching process.The rational use of classroom teaching evaluation language can shorten the distance between teachers and students.It can harmonize the teaching atmosphere and improve the teaching efficiency.However,in the Chinese classes of primary school,when the teachers use the evaluation language,there are many problems.Such as the evaluation content is too one-sided,the evaluation object concentration,the expression flow in the form,the effect is not good.Therefore,it is very important to study the effectiveness of evaluation language in Chinese classes of primary school.It is an important part of Chinese teaching activities that teachers can evaluate students' performance in the Chinese classes primary school.It is an effective way to enhance students' Chinese literacy and encourage them to actively participate in the process of classroom teaching.In the process of primary school Chinese teaching,the teacher's evaluation language exists in the process of teacher-student interaction and has the role of inspiration and encouragement.However,from the current practical situations,some teachers pay more attention to the process of teaching design and its implementation,and pay less attention to the use of evaluation language in classroom teaching.Therefore,we decided to make an in-depth study on the effectiveness of the use of evaluation language in primary school Chinese classroom teaching.This study,from the theoretical and practical aspects,which analyzes the effectiveness of using the evaluation language about Chinese classroom teaching in primary school.We can find the problems about the processes and analyze the reasons of the problems.Also put forward some suggestions on this basis to improve the effectiveness which uses the evaluation language of Chinese classroom teaching in primary school.In this study,a large number of relevant works and papers were read through the literature research method,which were analyzed and summarized.So as to have a general understanding of the research situation of evaluation language in primary school Chinese classroom teaching.And on this basis the author coached Z primary school teachers and students,questionnaires,interview some of her teachers,through the further understanding of the elementary school language classroom effective use of the actual situation of language teaching evaluation,analyzing the related datas,and then find out the current primary school language classroom the teacher evaluated the performance of language inefficiency.In order to explore the cause of inefficient teacher evaluation language and put forward effective solution strategies.At first,the paper expounds the problems,the purpose and significance of this research,including the research status and the research methods.Then,the paper makes a rational reflection on the evaluation language of primary school Chinese classroom teaching,including the theoretical basis of this study,the characteristics of the evaluation language of primary school Chinese classroom teaching and the basis for determining its effectiveness.Then it is the investigation of the use of evaluation language in primary school Chinese classroom teaching,including the purposes,objects,contents and design of the questionnaires,and the analysis of the impact of the survey results on the use of evaluation language in primary school Chinese classroom teaching and the reasons,as the reference for the proposed countermeasures.Finally,this paper proposes effective strategies to improve the use of classroom evaluation language by primary school Chinese teachers from two aspects: schools and teachers.