A Study Of Classroom Evaluation Language In The Frist Period Of Primary School Chinese Based On Speech Act Theory

Classroom evaluation language is an important medium to promote communication between teachers and students.Effective classroom evaluation language can cultivate students’ good learning habits and improve the efficiency of classroom learning.At present,the special research on classroom evaluation language is still in the exploratory stage,lacking certain theoretical guidance,and has not formed a complete system.Based on speech act theory,this study will explore the postponement effect of classroom evaluation language,hoping to arouse teachers’ attention and reflection,and give full play to the value of classroom evaluation language.This study mainly uses classroom observation method,case analysis method,interview method and literature research method to carry out theoretical research and practical investigation.Taking the first and second grade primary school students and teachers as the research objects,the author analyzes the expressive intention and after-speech effect of teachers’ classroom evaluation language based on the speech act theory.According to the characteristics of classroom evaluation language and the basic mode of classroom evaluation speech act,the classroom evaluation language is divided into six categories and applied to the current investigation.Through classroom observation,the frequency and after-speech effects of each type of classroom evaluation language are recorded,so as to explore the application of classroom evaluation language by teachers in the first period of primary School Chinese,analyze the problems existing in teachers’ classroom evaluation language and put forward corresponding improvement strategies.Through practical investigation and data analysis,the author finds that teachers have not yet played an effective role in motivating and developing classroom evaluation language in practical teaching.In the category of teachers’ classroom evaluation language use identity class classroom evaluation language the most,and its effect of perlocutionary effect to the student,praised class classroom evaluation and suggestion class classroom evaluation effect on the students’ positive response is significant,but the use of the teacher in class frequency is relatively low,even in the classroom abusive criticism class classroom evaluation language.In view of the problems existing in the evaluation object,evaluation content,evaluation attitude and evaluation effect,the author puts forward corresponding solutions.It is mainly divided into the following four aspects :（1）attach importance to collective evaluation and respect individual differences of students;（2）Make good use of guided classroom evaluation language and highlight the subject nature of evaluation language;（3）Follow the politeness principle and understand students’ feelings;（4）Express the intention clearly and pay attention to the reaction of students.