A Study On The Current Situation Of Classroom Evaluation Of Fifth Grade Chinese Teachers In Primary Schools

With constantly promoting a new round of curriculum reform,every aspect of the language teacher and class requirement enhances unceasingly.In?the compulsory education primary school Chinese curriculum standards(2011 edition)?put forward,in the evaluation of teachers to give full play to the functions of Chinese curriculum evaluation,should notice to multivariate evaluation subject and interaction,in the language classroom,teachers' teaching language especially classroom evaluation,throughout the lesson,teacher proper classroom evaluation language can be better to mobilize students' learning,active classroom atmosphere.Classroom evaluation language as part of the course evaluation at the same time as part of the language classroom,more should be concern and attention by all of us.However,in the actual use of primary school Chinese language teachers in classroom teaching evaluation exists lack a single,evaluation content,evaluation object types drab,problems such as improper timing.This study takes the fifth grade Chinese teachers of Yanji J primary school as the research object,starting from the current situation of the fifth grade Chinese teachers' classroom evaluation,mainly through classroom observation,questionnaire and interview method to systematically investigate the current situation of the fifth grade Chinese teachers' classroom evaluation.The theory of intelligence education,the theory of multiple subjects,the theory of motivation,and the theory of evaluation,based on?the compulsory education primary school Chinese curriculum standards(2011 edition)?as a policy basis for exploration.Mainly through classroom observation,questionnaire investigation and interview,the combination of analysis of the present status of the elementary school language teacher classroom evaluation language of the overall level and the level of each dimension,the elementary school language teacher the influence factors of classroom evaluation language situation,the present situation of elementary school language teacher classroom evaluation language exist in the analysis of the main problems and their causes.Through classroom observation method,interview method and questionnaire investigation of the comprehensive analysis,the study found that the present status of the elementary school language teacher classroom evaluation language in general level,mainly exist the following problems:(1)The individual evaluation than collective,the individual evaluation of injustice;(2)The classroom evaluation language content is too one-sided,is relatively single,failed to combine the language teaching content of fifth grade,did not reflect the language discipline characteristic;(3)Guide language type evaluation is less,the lack of development;(4)Rarely use lag evaluation,in the use of classroom evaluation language can't very well in combination with the practical situation of the teaching.Based on the results of the comb,the following conclusions:(1)The teachers ignore the cultivation of student's collective idea,emphasize particularly on to evaluate student individual in the evaluation,lack of part of the student and the class of evaluation;(2)Insufficient understanding of the evaluation of language,teachers only pay attention to the knowledge and skills dimension target,cause the evaluation content,type,single,the design of the language and the lack of evaluation content,did not reflect the language discipline characteristic;(3)Due to the lack of teaching wit,which leads to the teacher's classroom assessment timing,failed to combine the teaching actual situation;(4)The lack of teachers' evaluation of language expression,and easy to bring bad mood into the classroom,the lack of a certain emotion management ability;(5)The effect after school for teachers' classroom evaluation language learning lack of acceptance of the link,the lack of training and the theoretical guidance of the system.Based on the above conclusion,the paper puts forward the following Suggestions:(1)The teacher's evaluation language focuses on the individual students and ignores the evaluation of some students and the whole class;(2)In the aspect of evaluative language content,teachers attach importance to the achievement of knowledge and skill dimensions,and lack of attention to process and method dimensions,which leads to a single type of evaluative language,lack of design of evaluative language content,and does not reflect the characteristics of Chinese discipline;(3)Be well prepared before class,to improve teaching wit,clever apply to choose appropriate timing evaluation;(4)The school to perfect the teaching system,set up the teacher evaluation language learning acceptance link,the development of a teacher's classroom evaluation language subject teaching and researching activities,organize vocational training.