A Study Of Primary School Mathematics Teachers' Classroom Evaluation Language Based On Speech Act Theory

From the perspective of pragmatics,teachers' classroom evaluation is a purposeful speech act in which teachers evaluate students by means of language in classroom teaching activities.The evaluation language from the perspective of speech act theory not only carries the intention of the evaluation subject,but also covers the response of the evaluation receptor.However,in the actual classroom teaching,teachers pay little attention to the students' reaction after receiving the evaluation,and lack of understanding of the actual effectiveness of the evaluation.In addition,different disciplines undertake different teaching tasks,and they all need to rely on classroom teaching activities to implement their own subject teaching goals.Mathematics is a unique language which is different from Chinese and English.Learning mathematics is not for daily communication,but for the cultivation of mathematical thinking.As a type of teaching language,the classroom evaluation of primary school mathematics teachers should also reflect the subject characteristics of mathematics.Based on this,this study holds that it is of great significance to study mathematics classroom evaluation in primary school from the perspective of speech act theory.The main contents,methods and findings of this paper are as follows:First of all,using the method of classroom observation,we investigate and understand the general characteristics and existing problems of teachers' evaluation in primary school mathematics classroom teaching,and explore the causes of the problems through interviews with teachers.It is found that the overall effect of primary school mathematics teacher evaluation is positive,but there are also some problems,such as the overweight of simple evaluation,the lack of emotional evaluation,the negative influence of negative evaluation and so on.The main causes of the problems are the teachers' lack of evaluation ability,the lack of reflection on the evaluation,the concept of evaluation reflecting the “difference between knowledge and practice”and the influence of “life history of education”.Secondly,according to the “Trichotomy”framework of speech act theory,this paper makes a textual analysis of the typical classroom evaluations collected,and focuses on the perlocutionary effect of teachers' evaluations in combination with observation results and student interviews.thus we can clearly understand the internal composition and functional utility of the evaluation.The study found that the appropriate classroom evaluation language of primary school mathematics teachers has the following functional effects: the first is to infiltrate the core concepts of mathematics and cultivate the basic literacy of mathematics;the second is to give full play to the teaching power of evaluation to enhance students' sense of participation;the third is to create a good classroom atmosphere to stimulate students' interest in learning.The content of this part is in the fourth chapter of this paper,which makes an objective and neutral analysis of the collected mathematics classroom evaluation with the logical way of analysis and induction,which not only complements the investigation of the current situation of primary school mathematics teachers' classroom evaluation.at the same time,the effectiveness of the evaluation provides ideas for the proposal of practical strategies.Finally,according to the above survey results,this paper puts forward targeted and operational practical guidance strategies: the first is to establish the evaluation concept of “the unity of knowledge and action”;the second is to improve the evaluation skills of classroom evaluation;the third is to grasp the bottom line standard of classroom evaluation.