A Study On The Current Situation And Optimization Strategies Of Evaluation Language In Elementary School Mathematics Classroom

Classroom evaluation is an essential part of classroom teaching,language evaluation is an important form of classroom evaluation.Classroom evaluation language has the dual characteristics of education and evaluation,it includes the functions of diagnosis,encouragement and inspiration.The teachers' classroom evaluation language is the concrete embodiment of the teacher's professional ability and evaluation accomplishment in the practice teaching,and it is the bridge to ensure the smooth development of classroom teaching activities and the interaction between teachers and students.Appropriate classroom evaluation language is beneficial to stimulate students' interest in learning,to create a good classroom atmosphere,to optimize the relationship between teachers and students,and to promote the improvement of classroom teaching quality and the development of students' quality.This study uses classroom observation,questionnaire survey,interview and other research methods,on the basis of defining and sorting out relevant concepts and theories,taking some teachers and students of S primary school in X city as the research object to carry out research.The present situation of classroom evaluation language is investigated from the aspects of cognition and attention,functions,subjects and objects,contents,methods,expression,timing and students' feedback.This paper focuses on the classroom evaluation language of the primary school mathematics teachers' that includes cognition and attention,process performance and the feedback of the students.The results show that: the current primary school mathematics classroom evaluation language mainly exists the following problems: the evaluation language function emphasizes the result rather than the process and lacks development;the main body of evaluation language focuses on monologue but not dialogue,which lacks interactivity;the content of evaluation language emphasizes knowledge over ability and lacks comprehensiveness;the evaluation language object is too centralized and lacks balance;the language of evaluation is relatively simple and lacks diversity;the evaluation language expression is relatively lacking and lack of richness;the timing of the evaluation is not accurate enough,lacking timeliness,etc.The main reasons for the problems are the lag of teachers' concept of classroom evaluation,the lack of teachers' ability of classroom evaluation and the constraints of the external environment of teaching.In view of the current situation and problems,the following optimization strategies can be adopted to the evaluation language of primary mathematics classroom: the first is to set up a scientific view of classroom evaluation,including the development view of classroom evaluation function,the multi-view of the main body of classroom evaluation,the comprehensive view of the content of classroom evaluation,the difference view of classroom evaluation object,the diversified view of classroom evaluation methods,etc.Second,to improve evaluation ability,mainly including enriching theoretical knowledge,improve language literacy;training education tact,using language flexibly;setting up reflective consciousness,accumulating evaluation wisdom and so on.Third,to improve the classroom evaluation system and mechanism,it mainly includes perfecting evaluation mechanism and constructing reasonable evaluation index;carrying out special teaching and research to improve the level of teacher evaluation;organizing training activities to meet teachers' needs for improvement,etc.