| The real-time evaluation in class refers to the teacher’s immediate feedback and response to student’s learning performance in the teaching process.The real-time evaluation in Chinese classroom in elementary schools plays an important role in promoting students’ language learning and enabling them to obtain positive emotional experiences.The theoretical research results of real-time evaluation in the classroom are not systematic enough.In practice,teachers also lack the emphasis on real-time evaluation in the classroom.Therefore,based on combing and summarizing the results of relevant theoretical research in class,this study combines the internal requirements of real-time evaluation in Chinese class to form the theoretical basis for immediate evaluation of Chinese class in primary school.Under the guidance of theoretical research,we entered the primary school Chinese classroom and selected teachers and students from a primary school in Beichen District of Tianjin as the research object.Through the classroom observation,we learned the actual implementation of the real-time evaluation of Chinese classroom in primary schools and combined it with in-depth interviews for teachers and students,and questionnaire surveys of students were conducted to understand the factors that influence the real-time evaluation of Chinese classroom in primary schools and students’ perceptions of the evaluation.Through analyzing and arranging the status quo,the author finds that there are merits in the real-time evaluation of Chinese in primary schools,but there are also some obvious problems.Combining with the problems found in the research,the author analyzes the causes of the problems from both external support and internal quality,and proposes corresponding improvement strategies.The research framework of this paper is as follows:The first chapter is the introduction part,which mainly introduces the reasons for the topic selection,the research significance,the research content,the research object and the research methods,as well as the domestic and foreign research literature review.Through the literature review,the author finds that the research on classroom real-time evaluation at home and abroad is currently focused on theoretical interpretation,ignoring empirical research that combines classroom real-time evaluation with specific disciplines.Therefore,this article draws lessons from the existing research results and takes the instant evaluation of primary Chinese classes as the focus,so as to be able to guide and improve the instant evaluation of primary Chinese classes.The second chapter is the theoretical basis,which mainly contains three aspects.Firstly,it elaborates the theoretical basis of real-time evaluation in class.The second part interprets the theoretical framework of real-time evaluation in class,including the connotation,characteristics,types,functions and principles of instant evaluation in class.The third part combines the disciplinary characteristics of primary school Chinese to form primary language The theoretical basis for instant evaluation in the classroom laid the theoretical foundation for the next empirical study.The third chapter is the core part of this research,which is the current description of the instant appraisal of primary school Chinese class.The author chose the teachers and students of Wenjia House Elementary School in Beichen District,Tianjin as the research object.First of all,the observation method was used to record the 12 lessons of 4 Chinese teachers in class,to understand the real situation of the instant evaluation in the Chinese class;and second,to observe in the classroom.The author’s perplexity interviewed 4 teachers and 4 students in-depth interviews to understand the teacher’s classroom real-time evaluation ideas and students’ perceptions of instant classroom evaluation,and through the survey of 200 students of the school to further understand the students’ evaluation experience and teachers.Problems in the evaluation.The fourth chapter is a detailed summary and analysis based on the description of the current situation.After sorting out,the author finds that there are the following desirable points in the real-time evaluation of the Chinese class in primary schools:the initial establishment of the instant evaluation view of the teacher’s classroom;the nature of evaluation is affirmative mainly;evaluation promotes the realization of the goal of knowledge;evaluation involves the guidance of learning methods;evaluation process can remove prejudices;students’ emotional experience is overall positive.At the same time,there are also the following problems:the concept of evaluation needs to be improved;the content of evaluation is not fully focused;the evaluation standards are not properly grasped;the evaluation object is lacking in pertinence;the evaluation language is used improperly;and the evaluation method is monotonous and inefficient.Finally,under the guidance of the theoretical basis of the instant evaluation of the Chinese class,the causes of the problems are analyzed from the external constraints and the teachers themselves.The fifth chapter is the author’s strategy to improve the real-time evaluation of Chinese classes in primary schools.The last part is the summary of this study and reflection on the existing problems. |
