Investigation And Strategy Research On The Status Quo Of Primary School Chinese Teachers Using Developmental Evaluation Language

In the primary school Chinese classroom,the teacher evaluation runs through the entire teaching process from beginning to end,which is the bridge between the various teaching links,and the appropriate developmental evaluation language can better ease the classroom atmosphere and close the distance between teachers and students.To promote the growth of students in many aspects.However,in the actual primary school Chinese classroom teaching,there are indeed problems such as the use of developmental evaluation language is too concentrated,the content is too one-sided,the expression is in the form,and the effect is not good.Therefore,it is very important to thoroughly study the status quo and improvement strategies of teachers' developmental evaluation language in the language classroom at the primary school level.The first part is the introduction,the main problems are raised,the research questions and meanings,the definition of core concepts,and the research summary at home and abroad.The second part is the study design and method section.The third part is to summarize the three dimensions of the survey results of the use of the developmental evaluation language in the Chinese language classroom of the H school and the teacher's classroom recording.The fourth part is based on the results of the investigation and study,summarizing the lack of understanding in the use of developmental evaluation evaluators of Chinese classroom teachers,the number of uses is too small,the use of objects is too concentrated,the evaluation content is too specific for a single goal,evaluation of low art.The fifth part analyzes the above problems from the perspectives of teacher's cognitive bias,lack of ability to use.The sixth part is to propose corresponding improvement strategies based on the above three aspects,in order to change the current status of evaluation.