A Case Study Of Junior Middle School Teachers' Classroom Praise

With the in-depth advancement of education evaluation reform,formative classroom evaluation has received more and more scholars' attention,and teacher classroom praise as a kind of classroom evaluation method,is widely used by front-line teachers,if teachers can scientifically and accurately implement classroom praise,then it can have a positive impact on student growth and teacher professional development.However,classroom praise is like a double-edged sword,and if teachers implement classroom praise one-sidedly and arbitrarily,it will have the opposite effect on student growth and teachers' professional development.Therefore,how to improve the ability of teachers to praise in the classroom is one of the core issues that need to be solved urgently by curriculum and teaching researchers.This study uses the purposeful sampling method to select an excellent junior middle school teacher as the research object,uses the research methods of classroom observation and in-depth interview,goes deep into the classroom teaching life of the teacher,and tries to capture and depict the dynamic process of the teacher's classroom praise from different dimensions.In other words,the main contents of this study are as follows:First of all,this study draws on domestic and foreign research results,and constructs an analysis framework for teachers' classroom praise based on Brookhart's teacher's classroom feedback framework and Brophy's teacher's classroom praise framework.The framework mainly includes the principles and content of teachers' classroom praise.Among them,the principles of teachers' classroom praise specifically include timeliness,fairness,difference,flexibility,specificity,and credibility;the content of teachers' classroom praise includes: the purpose of teachers' classroom praise,the time of teachers' classroom praise,and the amount of teachers' classroom praise.The object,the way of teachers' classroom praise,the focus of teachers' classroom praise,the effect of teachers' classroom praise,and the reflection of teachers' classroom praise.Secondly,based on the teacher's classroom praise framework constructed in this study,the classroom observation method and in-depth interview method are used to present the actual scene of A teacher's classroom praise from seven dimensions,and analyze and summarize the excellence and inadequacy of the teacher's classroom praise.Specifically,the excellence of A teacher's classroom praise is manifested in:grasping the time of classroom praise appropriately and presenting timeliness;facing the whole person in the object of classroom praise and reflecting fairness;and being clear and specific in the focus of classroom praise,highlighting sincerity.The inappropriateness of A teacher's classroom praise is reflected in: the way of classroom praise is single and lacks richness;the reflection of classroom praise is insufficient and lacks profundity.Finally,this paper deeply analyzes the inappropriateness of the teacher's implementation of classroom praise,and explores the factors that affect junior high school teachers' classroom praise.Among them,teacher factors include: teachers need to further understand the theoretical height of classroom praise,improve classroom praise skills,and strengthen in-depth reflection on classroom praise.Student factors include: students' psychological needs for teachers' classroom praise and students' attribution methods for teachers' classroom praise.School factors include: school assignments and teacher training.According to the above research,some strategies for improving the classroom praise of junior middle school teachers are put forward,including from the perspective of teachers,teachers themselves should focus on self-improvement and improve the ability of classroom praise;from the perspective of students,pay attention to the psychological development of students and give full play to the motivation of classroom praise.From the school level,the school should provide help and support from various aspects,and create a good atmosphere for teachers to use classroom praise.