Research On Instant Teaching Evaluation Of English Teachers In Primary Schools

Instant classroom evaluation refers to the process in which the main body of the evaluation gives the teaching content and certain standards and uses various ways,such as verbal language and body language and so on,to make immediate responses to students’ learning performance in class,including learning outcoms learning process and attitude and so on.And its purpose is to promote the common development of teachers and students.It takes place in the primary school English classroom.Its essence is a formative evaluation and it is important to guide teachers’ teaching and students’ learning.On the one hand,it helps students understand their own understanding of learning content through teachers’ responses,and then properly adjust the learning methods and progress.On the other hand,it helps teachers understand the needs of students based on their actual performance,and reasonably adjust the teaching progress and methods to achieve the teaching goals.However,there are still some problems with the immediate classroom evaluation implemented by primary school English teachers.Therefore,this research uses immediate classroom evaluation as the breakthrough point to explore strategies for optimizing primary school English teachers’ immediate classroom evaluation behavior.This research is based on the developmental education evaluation theory and theory of multiple intelligence,and then combined with the literature method,classroom observation,and interview method to focus on the immediate evaluation of primary school English teachers in classroom.First,this thesis sorts out and summarizes the proposed research results of immediate classroom evaluation,realizing insufficient researches on instant classroom evaluation.Secondly,this thesis expounds the definition of core concepts and related theoretical foundations.Furthermore,based on the previous research tools,this research selected the classrooms of 12 middle-level English teachers in three primary schools in Chongqing G district to observe,and combined with in-depth interviews with teachers and students to learn about the current status of English teachers’ instant classroom evaluation in primary school.The results of the survey show that the current classroom immediate evaluation carried out by primary school English teachers has the following advantages,which including: promoting students to master language knowledge and skills,paying attention to cultivating students’ English learning emotional attitudes,and the properties of evaluation is mainly affirmative.However,it has also been found that the instant classroom evaluation implemented by primary school English teachers has the following problems: the evaluation concept is unreasonable,the timing of the evaluation is not accurate,the evaluation subject is unified,the evaluation content is incomplete,the evaluation method is singular and the evaluation object is not balanced.Combining with theoretical guidance,it analyzes the reasons for the immediate evaluation of primary school English teachers from both the internal factors of the primary school English teachers themselves and the external factors of the school.Finally,based on the analysis of problems and problem attribution,the strategies for optimizing the immediate evaluation of primary school English teachers in classroom are proposed as following,which including: perfecting the concept of immediate evaluation of teachers in the classroom;grasping the accuracy of the timing of the immediate evaluation of teachers in the classroom;extending the teacher’s instant classroom evaluation content and pays attention to the balance of the teacher’s evaluation objects.