Investigation On The Present Situation Of Classroom Evaluation Of Language Use By Primary School Chinese Teachers

Classroom evaluation is an important link that can not be ignored in the course of classroom teaching.Classroom evaluation language is the media of classroom evaluation,and the carrier that plays the function of diagnosis,feedback and incentive.The rational use of classroom evaluation language can not only stimulate the enthusiasm of students to participate in the class,improve the teaching efficiency,but also promote the establishment and perfection of new teacher-student relationship.However,in the actual classroom teaching process,the link of classroom evaluation is often ignored or just a form,and there are many problems in the application of classroom evaluation language.Therefore,it is urgent for education research to strengthen educators' attention to classroom evaluation,to go deep into front-line classrooms,to understand the current situation of classroom evaluation,to find and explore problems and to put forward optimization strategies.This study is divided into four parts: The first part is the introduction,including the origin of the study,the purpose of the study,the significance of the study and the literature review.The second part is the investigation of the current situation of the use of classroom evaluation language by primary school Chinese teachers,mainly from the aspects of the object of evaluation language,the way of evaluation language,the nature of evaluation language and the content of evaluation language.The third part mainly presents the problems existing in the use of classroom evaluation language of primary school Chinese teachers and analyzes the problems combined with the reasons for the primary school Chinese teachers to use classroom evaluation language put forward corresponding suggestions.This study adopts random sampling method,selects Chinese teachers in a specific class of Grade 3-5 in Y Primary School as the research object,and uses classroom observation method,questionnaire survey method and interview survey method to understand the current situation of classroom evaluation language used by Chinese teachers in primary school.Through the analysis of the data,it is found that the primary school Chinese teachers have the following problems in the process of using classroom evaluation language: individual evaluation is unfair,and there are few classroom evaluation language for the collective;Oral evaluation language is unitary,and there are more compensatory evaluation language.Negative appraisals are frequently used;Positive classroom evaluation language is lack of pertinence and concrete;The content of classroom evaluation language is not comprehensive,and the evaluation of process and method,emotion,attitude and value is less.In the process of classroom evaluation,teachers must play the role of guide and facilitator,and first of all ensure that they have a scientific understanding of classroom evaluation.Therefore,measures can be taken from the following aspects to improve the use of classroom evaluation language skills of primary school Chinese teachers.It is the premise to change the teaching concept and attach importance to classroom evaluation language.To strengthen the theoretical study of classroom evaluation language and consolidate the knowledge foundation is the guarantee.The key is to reflect on the classroom evaluation language before,during and after teaching.The purpose is to temper language expression and give full play to the positive role of classroom evaluation language.To solve the problems existing in the use of classroom evaluation language by primary school Chinese teachers requires not only the efforts of the teachers themselves,but also the support and help of the school.Schools should organize training on classroom evaluation language.To help teachers master the theoretical knowledge of classroom evaluation language and improve the ability of using classroom evaluation language.