Research On The Problems And Countermeasures In The Evaluation Language Of Primary School Chinese Teachers' Classroom Teaching

Evaluation of classroom teaching is an indispensable and important link in the classroom teaching process.It is one of the most frequent evaluation methods for students in their daily learning process.It has the functions of diagnosis,guidance,regulation,feedback,and development.The language of classroom teaching evaluation is the main tool and performance form for teachers to evaluate classroom teaching.It is an important factor that affects the development of students.It is the classroom manifestation of teacher evaluation.The Chinese course is a comprehensive and practical course for learning the use of language.Elementary language learning has a foundational role in the development of elementary school students' Chinese literacy.So,what is the status quo of the use of language in the classroom teaching evaluation of Chinese teachers in primary Chinese teaching? Is there a problem? What is the reason? How to optimize teachers 'classroom teaching evaluation language based on promoting students' comprehensive development? This is the main purpose and basic idea of this study.First of all,this study makes a new review on the language of classroom teaching evaluation of primary school Chinese teachers,and analyzes the basic criteria of classroom teaching evaluation of primary school Chinese teachers based on teaching evaluation.Secondly,starting from the basic principles of classroom teaching evaluation for primary school Chinese teachers,comprehensively using the literature method,classroom observation method,questionnaire survey method,interview method and case analysis method to evaluate language goals,language content and language subjects of classroom teaching of primary school Chinese teachers,Evaluation of language types and evaluation of language effects in five aspects.Through further combing and analyzing the data obtained from the survey,it is found that the current language evaluation in classroom teaching of primary school Chinese teachers has the following problems: evaluation language attaches importance to judgment results and underestimates student development,evaluation language attaches importance to knowledge memory and underestimates overall performance,and evaluation language Emphasis on teacher monologues and contempt for teacher-student dialogue,evaluation of language,repeated monotony,and flexibility,and evaluation of language.Thirdly,through in-depth analysis of the questionnaire survey results and interview data,it is concluded that the problems of language in classroom teaching evaluation of primary school Chinese teachers are due to: the neglect of classroom teaching evaluation by school management,the deviation of classroom teaching evaluation concepts of primary school Chinese teachers,the professional competence and Restrictions on language arts,primary school students' learning ability and habits.Finally,based on the cause of the problem,based on promoting the comprehensive development of students,the strategy for optimizing the language of classroom teaching evaluation for primary school Chinese teachers was discussed: the school should strengthen the management of classroom teaching evaluation,strengthen the guidance for language evaluation of Chinese teachers,and improve the teaching evaluation system;Primary school Chinese teachers should establish a scientific view of classroom teaching evaluation from five aspects: evaluation objectives,content,subjects,objects,and methods;Primary school Chinese teachers should improve their reflective ability,language expression art and educational tact in their professional competence;Chinese language teachers in elementary schools should also pay attention to cultivating the problem awareness and dialogue ability of primary school students.