Investigation And Research On The Status Quo Of Primary School Teachers' Classroom Praise Behavior

In Chinese education system,primary education plays a far more important role than others in the period of compulsory education.In this period,students experience the development of habits and also it is a platform for students to form a worldwide outlook.Primary education plays a decisive role.It is mainly taking place in classrooms of primary school,so the country,the government and the public concerns a lot about this period.In primary school classrooms,praise is an important tool to evaluate students.It is considered to be positive,and besides that,effective in classroom interaction.It is effective to use the praise behavior.There are evidences showing that classroom praise helps speeding up teachers' teaching,which also helps students to form a higher level of learning initiative.Teaching tasks can be better completed.As a working school teacher in primary school,I find the praise behavior to be important in my classroom.Though this is highly efficient and essential in our daily teaching,it is still improperly used in the classrooms.In primary school classroom,there are several problems about praise behavior,like improper time of use,the misuse of praise,and the neglect of praise.These problems will have a huge influence on the teachers.For the teachers,it will affect their professional development and career development.What's more important,teaching quality will decrease and finally classroom teaching will be affected.Moreover,there are few studies on classroom praise behavior,and this field is not paid enough attention.This research aims at studying the importance of praise behavior.This study is based on through reading and well-rounded materials consulting.This research will analyze the problems relating to the classroom praise behavior of primary school teachers.Interview method and classroom observation method are both applied in this research.This paper can explain the importance of classroom praise behavior to first-line primary school teachers and help them achieve a better teaching result during the class.This paper mainly carries out research and analysis from the following chapters:The first part is about an investigation concerning the classroom praise behavior of M Primary School teachers in Chengyang District,Qingdao.Classroom observation and interview will be used in this part.It emphasizes on the behavior type,behavior object,frequency,timely or not,emotion and effect.These are the five aspects of this investigation.The second part is about current problems in classroom praise behavior as well as the attribution analysis.Based on the investigation and research from M Primary School teachers in Chengyang District,Qingdao City,there are evidences showing first-line primary school teachers are facing problems in classroom praise behavior.The problems are widespread.These problems mainly include: the type of classroom praise is too single,the praise language is too general,the object of praise has subjective difference,the use of praise behavior is inappropriate,too frequent and not timely,the emotional input of classroom praise behavior is low,the teaching is poor and so on.With all these,the author makes attribution analysis from six aspects: low pursuit of teachers' career,lack of teaching ability,imbalance of interaction information between teachers and students,subjective difference of teachers,lack of classroom praise behavior of teachers and lack of teaching reflection.The third part is the effective improvement suggestions for teachers in primary schools from the aspects of effective praise behavior.After an in-depth analysis of attribution analysis,the suggestions are as below: different levels of praise;different levels of students with different praise methods;try to avoid subjective differences when choosing objects of praise behavior in the classroom Classroom praise behavior should be timely and effective;refining language,avoid using cookie-cutter praise statements,praise behavior should be based on students' psychological development level;teachers should focus on after-class reflection and organize teachers to participate in more professional training.