A Study On The Use Of Evaluation Language In Primary School English Classroom

Since 2001,primary schools in China have gradually begun to offer English classes.Primary school is also the initial stage of English teaching.According to statistics,sixty percent of the letters in the world are written in English,and fifty percent of the magazines and newspapers are also written in English.With the wide use of the Internet,the use of English becomes more and more common,becoming a bridge between us and the world.Opening English classes in primary school is to meet the needs of contemporary social development,and primary school is the golden stage of English learning.At this time,English learning is conducive to students' better understanding of western culture,broadening their horizon and expanding students' scope of knowledge.It is also of great significance to establish international awareness in primary school.Classroom teaching evaluation is a very important part of teachers in classroom teaching.Effective classroom evaluation can stimulate and mobilize students' learning interest and enthusiasm and greatly improve learning efficiency.With the popularization of information technology in teaching,we have more choices on the basis of traditional evaluation.Primary school students have a good memory,can quickly imitate,has a strong plasticity.This is a unique advantage for this age group.But on the other hand,primary school students have low learning autonomy and self-control due to their young age,and their learning enthusiasm depends on external factors.This requires teachers to use classroom evaluation language to maintain students'learning enthusiasm so as to help students learn English better.Through reviewing,summarizing and sorting out relevant literature,some achievements have been made in the research on teachers' classroom evaluation language in China.In terms of research content,the author focuses on the definition,classification,function and influencing factors of classroom evaluation language.In terms of research methods,most of them use empirical research methods to go deep into the actual classroom.The conclusion also has strong practical significance.This thesis mainly adopted the classroom activity method,interview method combined with questionnaire method for evaluation of YangZhou M primary school English teachers' classroom language application situation were investigated,based on combing the results of the survey concluded that the current primary school English teachers' classroom evaluation language problems,analyze the causes of these problems,and combining theory with practice on issues related to put forward the corresponding solution strategy,finally for a line of English teachers in teaching to provide some Suggestions and reference.The conclusion of this study is as follows:at the present stage,primary school English teachers' classroom evaluation language mainly has the following four problems:the proportion of classroom language is unbalanced,the evaluation language tends to be simplified,the evaluation language lacks pertinence and the evaluation language lacks English discipline characteristics;Through the investigation and study of these problems,the author thinks that the causes of the existing problems in the classroom evaluation of primary school English are mainly in the two aspects of teachers' evaluation ideas and evaluation skills,and then puts forward specific Suggestions and solutions from the two aspects of teachers' evaluation ideas and evaluation skills.