Research On The Status Quo And Strategies Of Class-response In The Upper Grades Of Elementary School Chinese

Classroom feedback is the response and handling of the teacher to the students,which is an important part of the the classroom question and answer.lt is not only a kind of teaching behavior,but also a kind of evaluation behavior.It can show teacher's pedagogical tact and teacher's charm.It also can bring infinite wonderfulness for the classroom teaching and improve students' learning enthusiasm.Moreover,it even also can develop students' reading interest and improve students' grades in school.The main research methods of this thesis are investigation method and observational method.By asking students of Grade 5 and Grade 6 to fill in questionnaires,interviewing teachers who teach Chinese to Grade 5 and Grade 6 students,and observing classroom teaching,the detailed conditions of classroom feedback can be known.The study finds that there are both advantages and shortcomings in classroom feedback at Grade 5 and Grade 6.The advantages are that Chinese teachers all accept the classroom feedback behavior and respect the students' subjectivity.What's more,most teachers have pedagogical tact.The effect of classroom feedback is satisfying.The shortcomings are as follows.First of all,teachers do not have a comprehensive understanding of classroom feedback and not prepare it well.Secondly,the evaluation language is too monotonous and boring.Lastly,teacher's feedback to answer is short of evaluation skill and self-reflection.Several reasons lead to the problems:Teachers lack professional knowledge and consciousness of classroom feedback;There are differences between difierent groups of students.To solve the problems in classroom feedback in the third period of primary school,this thesis proposes corresponding improvement strategies from the perspective of the teacher.Firstly,it is necessary for teachers to enhance the consciousness of classroom feedback.Secondly,teachers should pay more attention to classroom feedback before class.Thirdly,Teachers should learn to use the classroom feedback flexibly.What's more,teachers need promote the art of the evaluation language.Lastly,teachers must learn to rethink classroom feedback.