Study On Language Problems And Countermeasures Of Classroom Evaluation In Primary Schools Teachers ——Take K Primary School Chinese Class As An Example

The Guideline for compulsory Education Quality Evaluation emphasizes that it is necessary to promote construction by evaluation,to be realistic and pragmatic,to further improve the evaluation of education process and development,and to promote the high-quality and balanced development of compulsory education by giving full play to the various functions of education evaluation.Teacher's classroom evaluation language is an important part of teaching language,which runs through the classroom and is an important factor affecting students' learning and development.Good classroom evaluation language can stimulate students' desire to learn,create a good classroom atmosphere,correct students' mistakes,and promote students' overall development.In order to understand the status quo of classroom evaluation language used by primary school teachers,this study takes The Chinese class of K primary school as an example,conducts research through classroom observation,questionnaire survey and interviews with teachers and students,and tries to put forward countermeasures and suggestions on the basis of analyzing the existing problems and causes.This paper includes the following four parts: The first part is the introduction.Including research background,research purpose and significance,concept definition,research overview at home and abroad,research content and research methods,theoretical basis.The second part is the current situation of language use in classroom evaluation of primary school teachers.This paper mainly expounds the present situation of teacher's classroom evaluation language from the aspects of the expression opportunity,expression way,expression type,target,students' feeling and expectation.The third part is the primary school teachers classroom evaluation language problems and attribution analysis.It reveals that teachers miss the best opportunity of language evaluation,teachers' body language in classroom evaluation is too little,teachers' classroom evaluation language is not fair,lack of development and pertinacity,etc.This paper analyzes the causes from the following aspects:schools and teachers don't pay enough attention to classroom evaluation language,teachers can't overcome the influence of simple classroom evaluation idioms,and individual teachers' poor language expression ability.The fourth part is the countermeasures and suggestions to optimize the classroom evaluation language of primary school teachers.It is suggested that schools should pay attention to organizing teachers to study and discuss classroom evaluation language,teachers should do a good job in the presupposition,generation and reflection of classroom evaluation language,and teachers should use classroom evaluation language which is helpful to students' development.