A Survey Of Primary School Mathematics Teachers' Classroom Evaluation Of Language Use

Classroom teaching is the main front of a new round of new curriculum reform,and the focus of the new round of curriculum reform is "classroom".The classroom evaluation language made by teachers on students' knowledge and skills,learning attitudes and emotions and various behaviors in classroom teaching will profoundly affect students and even teachers.It supports students and even teachers and promotes the growth of students and teachers.The teacher's accurate and appropriate classroom assessment language stimulates the student's essential motivation and enthusiasm for learning,which is beneficial for the full,healthy and lasting development of mind and body.of the pupil.Second-grade elementary students have better cognitive,mental,and emotional development than first-grade students,have teacher-oriented characteristics,and have a strong desire to compete.Special attention to teachers.For their own classroom assessment language.Therefore,second-grade math teachers need to create accurate and appropriate classroom assessment language based on the real needs of their students.However,the use of assessment languages in the classrooms of primary mathematics teachers still poses some problems.Some math teachers are not deeply aware of the importance of assessment language,lack deep understanding and reflection on it,or some math teachers use assessment language in the classroom.The time is not appropriate and accurate,boring,or some math teachers' classroom assessment languages points are not comprehensive enough to play a greater role in stimulating and teaching the learning of student mathematics.Therefore,it is particularly important to study the current state of language use in classroom assessments of second-grade mathematics teachers and make corresponding proposals.In this study,we conducted an integrated study of literature method,classroom observation method and interview method to understand the current situation of the use of classroom evaluation language.by X primary mathematics teachers in city A.As a result of the survey,primary mathematics teachers have general and unspecified classroom assessment language,one-sided content of classroom assessment language,incomplete purpose of classroom assessment language,inadequate instruction and motivational purpose.Lack of in-depth teacher understanding and reflection on classroom assessment language and classroom assessment language.Other problems.Based on relevant pedagogical theories and practices,this article analyzes the reasons for these problems and offers corresponding optimization suggestions:Teachers' use of classroom evaluation language should be specific and clear,highlight the comprehensiveness of classroom evaluation language,pay attention to the overall evaluation of groups and classes,change the purpose of classroom evaluation language use,and strengthen understanding and reflection on classroom evaluation language.