A Study Of Responses To Students' Answers From Chinese Teachers In Primary School

The reform of education evaluation has been carried out in an orderly way through out the country.The latest curriculum revolution in China has shifted the focus of teaching evaluation from the previous test evaluation to classroom evaluation,paying more attention to the development process of students.Rational answer,the most convenient metohd of classroom evaluation and classroom communication,is bound to face new requirements.This requires the front-line teachers to constantly update their teaching philosophy and teaching behavior,and improve their answering methods and strategies.This paper,by using major related knowledge,focuses on primary school as research object,trying to show the real situation of the primary school classroom rational answer,analyze the lack of the current primary school teachers answer,and explore the corresponding improvement strategies.This study selects four primary schools as the research schools,aiming at the situation of primary school Chinese teachers' response behavior.The research consists of six plates.The first part contains research background and significance,expounds the correlative research review,and defines the correlative principles,as introduction.The research design is carried out in the second part,summarizing the research ideas of this research,and deciding that the research content of this research revolves around five types of rational response behaviors,namely,normative rational response,diagnostic rational response,motivational rational response,developmental rational response,and goal.The rational answer is expanded to determine the three major research methods of this study,namely,observation method,questionnaire method,and interview method.The third part analyzes the status quo of primary school Chinese teachers' response behaviors,combined with classroom observations and student questionnaires,and conducts a quantitative and qualitative discussion on primary school Chinese teachers' response behaviors through specific data and cases.The fourth part find out the pros and cons in the implementation process by using the current data teachers' response behavior.The fifth part analyzes the reasons for the problems combined with the interviews with elementary school Chinese teachers.The sixth part aims at the problems and reasons of primary school Chinese teachers' answer behavior and advances the corresponding promotion method.Through this study,we hope to promote the continuous improvement of primary school Chinese teachers' reasoning and answering behavior,help primary school Chinese teachers enhance their awareness of reasoning and answering,pay attention to the charm of language expression,and use diversified reasoning and answering language to ensure that students improve in mind map and comprehensive development.At the same time,leading front-line teachers to conduct action research on their own rational answering behavior.