Research On The Optimization Of Classroom Evaluation Language For Primary School Chinese Teachers Based On The Cultivation Of Core Literacy

How to develop students' core literacy in specific classroom teaching is an important issue facing the current basic education reform.As the main form for teachers to carry out classroom evaluation,classroom evaluation language is the most commonly used evaluation method in the process of interaction between teachers and students.It can not only reflect teachers' evaluation literacy,but also promote students' personal long-term development.Therefore,the optimization of classroom evaluation language for primary school Chinese teachers based on the cultivation of core literacy can not only improve the effect of classroom teaching evaluation for primary school Chinese teachers,but also effectively promote the development of primary school students' core literacy.This research mainly uses the research methods of literature research,interview investigation and non participatory classroom observation to investigate the current situation of classroom evaluation language of primary school Chinese teachers,analyze its main problems,and put forward specific optimization strategies,so as to provide action strategies for the current front-line primary school Chinese teachers.The research on the optimization of classroom evaluation language for primary school Chinese teachers based on the cultivation of core literacy is based on constructivism theory,developmental evaluation theory and post-modernism teaching theory.The basic demands of classroom evaluation language for primary school Chinese teachers based on the cultivation of core literacy are the development of evaluation language objectives,the comprehensiveness of content,the interaction of subjects,the diversity of types and the orientation of core literacy.There is a mutually promoting relationship between Chinese core literacy and Chinese classroom evaluation language in primary schools.Taking the five basic dimensions of goal,content,subject,type and direction as the starting point of observation,this paper investigates the current situation of the use of classroom evaluation language by primary school Chinese teachers,and finds out the main problems: the goal of classroom evaluation language is to focus on results rather than process,the content of classroom evaluation language is to focus on knowledge rather than process and attitude,the subject of classroom evaluation language is to focus on other evaluation rather than interaction,the type of classroom evaluation language is monotonous Classroom evaluation language is lack of core competence.The reasons for these problems are: the school lacks guidance and training for teachers' classroom evaluation language,the school's classroom teaching evaluation orientation focuses on results rather than process,the teachers' understanding of the concept of classroom evaluation is simple,the teachers' professional ability of classroom evaluation is insufficient,the pupils' evaluation willingness is not strong,and the pupils' language expression ability is insufficient.The specific strategies to optimize the classroom evaluation language of primary school Chinese teachers are as follows: schools should actively carry out the relevant training of teachers' classroom evaluation language,properly select evaluation methods and improve the teaching evaluation mechanism;Primary school Chinese teachers should set up correct classroom evaluation concepts from the aspects of evaluation objectives,contents,subjects,objects and methods;In terms of professional ability,primary school Chinese teachers should improve their reflection ability,temper the art of language expression,enhance educational wit and implement core literacy;Primary school Chinese teachers should guide students to form problem awareness and help students improve their ability to talk with others.