Research On Classroom Evaluation Language Of Chinese Teachers In Rural Primary Schools

With the continuous advancement of basic education reform and balanced development of compulsory education,the influence of primary education is expanding,and the requirements for primary school teachers’ ability are getting higher and higher.As one of the important components of classroom teaching,the teacher assessment language is not only the target of students’ learning,but also an important embodiment of teachers’ comprehensive ability.As a native language subject,Chinese in primary schools is the basis for learning other subjects by virtue of its humanistic and instrumental characteristics.Based on the rural primary schools,the research on Chinese teacher’s assessment language in rural primary schools conforms to the basic characteristics of rural primary schools and provides reference for Rural Primary School Chinese teachers in using assessment language.According to the research idea of "background-current situation-problems-reasons-approaches",this study draws up the research plan.By using the methods of literature analysis,questionnaire survey,in-depth interview and classroom observation,it selects two primary schools with the most stable Chinese performance in the last academic year in rural primary schools of Wuxi County,and takes some teachers and students in six schools as the survey objects from the two perspectives of students,this paper investigates the understanding,influence,function,type of assessment language of rural primary school Chinese teachers and the expected assessment language of rural primary school students,and has a basic understanding of the current situation of the use of assessment language of rural primary school Chinese teachers.In the further investigation,it is found that there are some problems,such as lack of language,unreasonable orientation,diverse skills and unbalanced objects.According to the data analysis,teachers’ interview materials and classroom observation materials,the reasons are that the theory of Chinese teachers in rural primary schools is not solid,the promotion is not lasting,the training is not thorough and the skills are not skilled.In order to better improve the current situation of the teacher assessment use by Chinese teachers in rural primary schools,this study draws lessons from the existing research experience of other scholars and combines the actual situation of rural primary schools to provide four ways to improve the level of the teacher assessment use by Chinese teachers in rural primary schools,namely,strengthening knowledge reserves and refining evaluation language;strengthen the theoretical basis and enrich the evaluation cognition;Multi-evaluation means to enhance the evaluation effect;pay attention to students’ differences and construct evaluation system.These four paths provide path reference for teachers from different sections,which are highly targeted and operable.They can provide a clear direction for front-line rural primary school Chinese teachers to use the teacher assessment words,enhance students’ learning enthusiasm,guide students better,improve the teacher assessment efficiency of rural primary school Chinese classes,build a harmonious relationship between teachers and students,and promote the development of primary education.