An Investigation Of Classroom Evaluation Language Of Novice Chinese Teachers In Primary Schools

Classroom evaluation language is the bridge of communication between teachers and students in the classroom.The use of teachers' classroom evaluation language not only affects the learning status of students,but also affects the efficiency of the classroom.Therefore,the rational use of classroom evaluation language can not only stimulate students' enthusiasm for learning,but also improve classroom efficiency.The novice teachers have not participated in the work for a long time and have little work experience.There are many problems that need to be solved urgently in the use of classroom evaluation language.At the same time,the reform of educational evaluation in the new era and the "Chinese Curriculum Standards" have put forward new requirements for classroom evaluation.Therefore,it is necessary to study the status quo of novice teachers' classroom evaluation language.Taking the J primary school in Qingdao as an example,this research uses three research methods:classroom observation,questionnaire survey and interview to investigate the status quo of classroom evaluation language among novice Chinese teachers in primary schools.Firstly,6 novice teachers in primary school J were selected as the observation objects,and the 12 normal classes of these 6 novice teachers were observed in the classroom,and the relevant data of the classroom evaluation words used in the classroom were recorded with the help of the classroom observation scale.Secondly,questionnaires were distributed to the novice teachers and students in grades 3 to 6 of J primary school in District C,where 220 student questionnaires and 188 novice teacher questionnaires were returned.Then,one-on-one unstructured interviews were conducted with the six observed novice teachers.Finally,according to the results of the questionnaire and the content of the interview,it is found that the current situation of classroom evaluation language has the following problems:there are misunderstandings in the cognition of classroom evaluation language;the evaluation objects of novice teachers' classroom evaluation language are unbalanced;the evaluation content of novice teachers' classroom evaluation language is biased;The evaluation language is not vivid enough;the novice teachers' reflection on classroom evaluation language lacks depth.In view of the above status quo of classroom evaluation language for novice Chinese teachers in primary schools,this study provides the following improvement strategies:correct understanding of classroom evaluation language and establish a scientific evaluation concept;diversify the evaluation objects and respect the dominant position of students;enrich the evaluation content and promote students in all aspects.development;cautiously use negative evaluation language to stimulate students'interest in learning;improve the ability of novice teachers to evaluate in the classroom.