A Study On The Immediate Evaluation Of The Chinese Classroom In The Upper Grades Of Elementary School

The new round of basic education curriculum reform requires the comprehensive reform of curriculum and teaching,and puts forward different requirements on the structure,function,management and development of curriculum.In the aspect of evaluation,the new curriculum reform requires the comprehensive improvement of the original evaluation mechanism,and puts forward a series of new goals.Real-time classroom evaluation runs through the whole process of classroom teaching,and it is characterized by timeliness and has the functions of diagnosis,feedback,motivation and development,which plays a crucial role in promoting students' academic progress and development.However,students in different stages have unique characteristics of different stages of development,so it is necessary to carry out targeted immediate classroom evaluation in order to better promote their academic progress and physical and mental development.Language is the most important communication tool and information carrier for human beings.Chinese course is devoted to cultivating students' language and character application ability and improving their comprehensive quality.As an important basic subject in compulsory education,primary school Chinese undertakes the important task of laying the foundation for learning other courses well,laying the foundation for students to form the correct three views,and laying the foundation for students' all-round development and lifelong development.Based on the above,this study selects "real-time evaluation of Chinese classroom in senior grade of primary school" as the research content.The framework of this study is divided into five parts,including the introduction and four chapters.The introduction mainly describes the reasons for the topic selection of this research,the relevant literature review,the purpose,significance,ideas,methods and innovative points of this research.The first chapter defines the concept of instant classroom evaluation,expounds the theoretical basis of this study,and narrate the important functions of instant classroom evaluation research on students' academic progress,the quality of Chinese classroom teaching,and the development of teachers' professional knowledge and ability.The second chapter is the investigation and analysis of the application status of the real-time evaluation of Chinese classroom in senior grade primary schools.By recording the observation data of 32 Chinese classes of 4 teachers,it is found that there are some problems in the current real-time evaluation in the classroom,such as single evaluation subject,narrow evaluation content,monotonous and fuzzy evaluation language,and lack of inspiration and guidance in the evaluation type.At the same time,combined with the in-depth interview of 16 senior students,it is found that the instant classroom evaluation has a certain degree of influence on students' learning interest,learning emotional experience and self-evaluation.It is known that the immediate evaluation types that most students look forward to most are specific evaluation,enlightening and guiding evaluation,etc.,while the evaluation types that students dislike most are criticism and negative evaluation,evaluation that directly gives answers,and false praise evaluation,etc.Through interviews with 6 teachers,it is found that teachers lack the understanding of immediate evaluation of the classroom,the incorrect concept of immediate evaluation,the lack of understanding of students and the mastery of professional knowledge of Chinese,the lack of language literacy and teaching wit.At the same time,there are some difficulties for teachers in the effective use of immediate classroom evaluation,such as no special learning channels and heavy schoolwork.The third chapter is about the analysis of the causes of the problems in the instant evaluation of Chinese classroom in senior grade of primary school.External factors include the lack of sufficient attention to immediate classroom evaluation in school teaching and research study,more challenges to immediate classroom evaluation in primary school Chinese subject characteristics,and higher requirements for immediate classroom evaluation in physical and mental development characteristics of primary school students.The internal factors include that the teacher has not set up the correct concept of immediate classroom evaluation,the teacher sticks to the negative classroom evaluation method,the teacher lacks the effective grasp of the opportunity of immediate classroom evaluation,and the teacher lacks the language quality of immediate classroom evaluation.The fourth chapter is about the improvement and optimization of the instant evaluation of primary school Chinese classroom.Specific Suggestions are put forward from three aspects,namely,the strategy of improving the real-time evaluation of Chinese classes in senior grades in primary schools,optimizing the external conditions of the real-time evaluation of Chinese classes in primary schools,and improving the theoretical quality of the real-time evaluation of Chinese teachers in primary schools.In the aspect of improving the immediate evaluation of Chinese classroom in senior grade of primary school,some concrete strategies are put forward,such as deepening the content of immediate evaluationin class,enriching the immediate evaluation language,and paying attention to the combination of immediate evaluation in class and developmental evaluation.In terms of optimizing the external conditions of the immediate evaluation of primary school Chinese classroom,it is suggested that teachers should create a loose learning environment for immediate evaluation,provide learning channels,and urge teachers to optimize the immediate evaluation of the classroom with the help of mentoring pairs and classroom observation.It is suggested that teachers should fully grasp the physical and mental development characteristics and evaluation needs of senior students,establish harmonious teacher-student relationship and create a democratic classroom atmosphere.In terms of improving the theoretical quality of the instant classroom evaluation of Chinese teachers in primary schools,some specific Suggestions are put forward,such as establishing a correct evaluation view,enhancing teaching tact,enhancing language quality,strengthening evaluation and reflection action,and improving the professional quality of Chinese subject.