Research On Problems And Countermeasures Of Classroom Teaching Evaluation Of Primary School Chinese Teachers ——Based On Investigation Of N Primary School In S City

Being able to use evaluation language scientifically and efficiently is one of the essential professional abilities of primary school teachers,so primary school Chinese teachers are no exception.Appropriate classroom evaluation language can not only guide students to actively participate in class,but also ensure the smooth progress of teachers' teaching.Obviously,classroom evaluation language has a very important significance.Therefore,in this paper,through investigating the use of primary school Chinese language teachers' classroom teaching evaluation,found the problem and analyze the reasons behind the problem,can put forward for improvement of primary school Chinese teachers use strategy,aims to explore how to make better use the language classroom assessment,teachers can make the evaluation to promote the students' growth.In this paper,classroom observation method and interview method are used to conduct a field investigation on the "status quo of Classroom evaluation language of primary Chinese teachers" in N School in S City where the author works.The author chose two Chinese teachers from the fourth grade of the practice,and observed the two Chinese teachers and their classes.Each class observed 10 Chinese lessons,a total of 20 lessons.The two teachers are novice teacher X(working for 2 years)and experienced teacher Y(working for 22 years).Data were collected through classroom observation and one-to-one interview with teachers to understand the status quo of classroom evaluation language used by Chinese teachers in N primary school.Through investigation and research,it is found that in the primary Chinese classroom teaching of N school,there are still unimaginable problems in the process of using evaluation language by Chinese teachers.Primary school Chinese teachers lack understanding of classroom evaluation language;There are too many differences between the evaluation objects of primary School Chinese teachers;The evaluation content of primary School Chinese teachers' classroom evaluation language is single;The negative evaluation language used by Chinese teachers in primary schools is too much and not targeted;The lack of Chinese subject in the classroom evaluation language of primary school Chinese teachers often exists,which needs to arouse the attention of teachers and related educational researchers.In view of the above problems,the main reasons are: there are mistakes in the concept of classroom teaching evaluation;Ignoring the role of collective education;Heavy content preset light generation experience;Teachers lack certain emotion management ability;Teacher evaluation language lack of language literacy.On the basis of clarifying the problems and causes,further put forward the corresponding strategies.Change the evaluation idea,strengthen the theory study;Understand the evaluation object,do according to the material evaluation;Classroom evaluation language should reflect the integration of three-dimensional goals;Use enlightening evaluation language to teach students to learn;Hone evaluation language,improve expression ability.