A Study On The Application Of Classroom Evaluation Language By Chinese Teachers In Lower Grades Of Primary School

Classroom comments are a language that teachers use regularly in the classroom,and it is a means of providing meaningful transmission between teachers and students in lower primary schools.Not only can positively effective classroom comments correct students’ attitudes,generate successful experiences and open the door to a world of knowledge,they can also transform them from passive learning to active exploration and from immobility to active progress.As a result,classroom assessment is an effective way for teachers to effectively direct and promote students’ learning and improve the quality of their own classroom teaching.However,from the view of current teaching practice,some front-line teachers do not have sufficient concern for classroom appraisals,and the linguistic aspects of classroom appraisals are mainly superficial forms,lacking concrete connotations,appearing to have a "form" but not a "spirit",and the language of classroom appraisals is rather robotic and one-dimensional.For this reason,it is of significance to carry out research on the classroom appraisal language of lower primary school teachers.This essay is an in-depth study of the adoption of classroom assessment language in the classrooms of lower primary school language teachers in S,T.It combines non-participatory classroom observational techniques,as well as questions and informal interviews,in the context of a general survey of pertinent data.Firstly,10 language teachers in the lower grades were subject to classroom observation for 30 lessons and records of the observations were made;secondly,a questionnaire survey was adopted to10 language teachers in the lower grades of primary schools;finally,six language teachers in the lower grades and 50 primary school students in the lower grades were interviewed regarding classroom evaluation rubrics at a random sample.On these foundations,the current use of classroom rubrics by language teachers in lower primary schools was objectively interpreted by collating and aggregating relevant data.An investigation revealed that there were five problems in the use of classroom assessment language by lower primary language teachers in primary school S in T:firstly,the classroom appraisals of some lower primary school grade language teachers are too centralised and skewed towards independent students;secondly,they cannot select the timing of appraisals nimbly;thirdly,the teachers’ classroom appraisals of primary school grade-level language teachers are only one-way appraisals of students by teachers and are not democratic enough;fourthly,the teachers’ language is not in position and their appraisals are hollow and uniform,with no new intent;fifthly,the teachers’ classroom appraisals are unevenly proportioned and lack formative appraisals.According to the problems,the recommendations are as follows: teachers should change their assessment philosophy and establish an awareness of scientific assessment;they should constantly reflect on their own teaching;they should construct a diversified assessment system to promote students’ all-round development;teachers should insist on lifelong learning and enhance their qualifications;schools focus on classroom assessment to emphasise the goal of nurturing people.Classroom assessment is an implicit form of education,which has a subtle influence on students.If teachers are to use classroom assessment appropriately,they must really fulfil the purpose of "promoting learning through assessment and teaching through learning".