A Comparative Study Of Classroom Evaluation Language Between Novice Mathematics Teachers And Expert Teachers In Elementary Schools

The class evaluation has a long history.With the further implementation of the new curriculum reform in China,the new view of class evaluation puts forward higher requirements for the class evaluation language.At present,the domestic and foreign researches on classroom evaluation language mainly focus on the language subjects such as Chinese,English and so on,but there are not enough researches on math class evaluation.It is difficult to restore the real classroom teaching situation by using the traditional methods like questionnaire,observation and interview.Video analysis is also adopted,but only for one or two classes to analyze.Sometimes the sample data is too small to represent the overall situation of a learning section.Therefore,this paper tries to offset some deficiencies in the above research by using the video analysis and comparison of many samples.This research is based on the multiple intelligence theory and constructivism,and uses the video analysis used in the TIMSS and LPS research.The step is as following:select the research object,take the classroom video,translate the video into text,confirm the initial code,watch the video repeatedly,confirm the final code,carry on the data statistics,analyze the relevant data,and get the research conclusion.The first and second chapter contains the research background,research significance,domestic and foreign research status,the core concept and theoretical basis.The third chapter introduces the research questions,research methods and the research process,mainly discussing the selection of the research object,the data collection,coding and analysis.The fourth and fifth chapter carries on the analysis in two aspects:the overall situation of mathematics teacher evaluation language in the elementary school as well as the contrast between the new teachers' and experts' classroom evaluation language,and analyze it from five perspective:evaluation function,expression form,content orientation,target object and length of the duration,and hen gives the suggestion according to the conclusionThe conclusions of this study are as follows:firstly,from quantitative analysis,there is a large number of first grade teachers,classroom evaluation in primary school,and it is closely related to the young;secondly,from the perspective of evaluation language function,math teachers in primary school use more enlightening,encouraging,affirmative evaluation language in classroom,but use less negative or critical evaluation language.And the use of enlightening evaluation language increases with the grade increasing,while the use of encouraging evaluation language is opposite.The new teachers' use of encouraging evaluation language is less than the expert teacher;thirdly,from the analysis of the expression form of evaluation language,the new math teachers tend to indirect evaluation,while the expert teachers tend to direct evaluation;fourthly,from the analysis of the content orientation of evaluation language,the proportion of knowledge evaluation language is significantly higher than that of behavioral evaluation language and affective evaluation language.The expert teachers pay more attention to affective evaluation than the new teachers;fifthly,from the perspective of evaluation language orientation,the expert teachers use more collective evaluation language than the new teachers;sixthly,from the perspective of evaluation language timing,the expert teachers' evaluation language has more pertinence,while the new teachers' evaluation is much too monotonous and vague.