Research On The Improvement Of Classroom Teaching Evaluation Language Under The Guidance Of Growth Mindset

Growth Mindset is a belief system in which individuals can actively face setbacks and courageously cope with challenges through purposeful and directional efforts,and then improve their intelligence to continuously promote learning and growth.Since Carol S.Dweck proposed the Growth Mindset,it has received more and more attention in education and has been tested in practice.Growth Mindset contains rich value connotations,which can promote the learning and growth of students.The teacher evaluation language integrated in the classroom teaching process is also closely related to the growth and development of students,but there are problems in practical application.Therefore,the author explores how teachers can use classroom teaching evaluation language under the guidance of Growth Mindset,so as to promote better learning and development of students.This research is carried out in accordance with the ideas of theoretical analysis,status quo investigation,problem inspection and practical strategies.The first part is an analysis of the expected state of the classroom teaching evaluation language under the guidance of Growth Mindset.The classroom teaching evaluation language guided by the Growth Mindset has the characteristics of growth and development,objectivity and concreteness,individual differences and scientific suitability.Its use can promote the positive effects of education and teaching evaluation,enhance the growth and long-term development of students,improve the competency of teachers and promote professional development,and promote the effective generation of classroom teaching.The second part is about the status quo and problem investigation of classroom teaching evaluation language under the Growth Mindset.The research uses classroom observation and interview survey methods to collect data.Based on the quantitative statistical analysis of classroom observations,the Nvivo11 software is used to conduct qualitative analysis of interviews to explore hidden problems.It is found that teachers do not pay enough attention to the growth of the evaluation language;the expression of evaluation language is fixed and lacks a sense of growth;the growth direction of evaluation language content is vague and partial;the timing of evaluation language use is improper and the opportunity of growth is missed.The third part is the analysis of influencing factors of language use in classroom teaching evaluation under the Growth Mindset.As the main user of evaluation language,the subjective factors such as the concept of Growth Mindset,the understanding of the nature of education and the law of students’ physical and mental development,language ability and literacy,the use of evaluation techniques and strategies,the appropriateness of evaluation timing affect the use of evaluation language.While teachers are in a specific teaching field,the educational culture environment,limited classroom teaching time and different teaching tasks will also objectively affect its use.The fourth part is the construction and improvement strategy of classroom teaching evaluation language guided by Growth Mindset.It is constructed from the aspects of variable intelligence,caring hard work,positive attitude,and the courage to challenge.In terms of improvement strategies,teachers can cultivate and improve the evaluation language from the inside,that is,identify and internalize the Growth Mindset,establish the evaluation concept guided by Growth Mindset,improve language literacy,and build a differentiated and growing classroom,and pay attention to the timely reflection of evaluation language.On the other hand,it is also possible to build a school cultural environment,organize the teacher community and other measures to promote the practice of classroom teaching evaluation language under the Growth Mindset.