Research On The Current Situation And Optimization Strategies Of Classroom Evaluation Language For Primary School Chinese Teachers

With the continuous advancement of basic education reform,the effectiveness of classroom teaching is being brought into people's vision,and the use of classroom evaluation language is an important way to improve the effectiveness of classroom teaching.But in the actual teaching process,the use of teachers' classroom evaluation language does not play its due role.Therefore,it is imperative to thoroughly study the evaluation language of primary school Chinese teachers in class.This paper is carried out in the way of investigation and research,which is mainly divided into five chapters: The first chapter is a general overview of the classroom evaluation language of primary school Chinese teachers.This paper mainly introduces the important viewpoints of Habermas' negotiation ethics,the theory of multiple intelligences and the theory of educational wit,as well as the enlightenment of these viewpoints on classroom evaluation language.Combined with the relevant data collected in the early stage,the paper expounds the key factors affecting the use of classroom evaluation language by primary school Chinese teachers.The second chapter is the investigation and analysis of the current situation of classroom evaluation of language use by primary school Chinese teachers.Taking three primary schools in Jinzhou City as examples,the survey is carried out through questionnaire survey,observation method and interview method,and the survey data is presented by charts and the results are analyzed.The third chapter is mainly based on the survey data and the actual observation results to infer the use of four aspects of the problems,including the content orientation of the classroom evaluation language,the inappropriate use of the classroom evaluation language,the use of a single way of classroom evaluation language and the ineffective use of the classroom evaluation language.The fourth chapter makes attribution on the use of classroom evaluation language by combining the contents of in-depth interviews and classroom teaching cases,and concludes that the main reasons for the use of classroom evaluation language include lagging evaluation concept of teachers,solidified evaluation consciousness of teachers,weak evaluation ability and low evaluation accomplishment of teachers.The fifth chapter,on the basis of reason analysis and combined with the excellent classroom cases of famous teachers,puts forward optimization strategies for the use of classroom evaluation language for primary school Chinese teachers,including changing the evaluation idea of teachers,breaking the inherent evaluation consciousness,improving the evaluation ability of teachers,and cultivating the evaluation accomplishment of teachers.The purpose of this research is to change the current situation of the use of classroom evaluation of primary school Chinese teachers.It is hoped that the optimization strategies proposed after the analysis can make primary school Chinese teachers begin to pay attention to the use of classroom evaluation,and can provide some reference for the use of classroom evaluation.It is hoped that with the joint efforts of everyone,the use of classroom evaluation language can be properly resolved,and the teaching effect of Chinese classrooms can be improved to a certain extent.