Observation And Research On Classroom Evaluation Language Of Senior Chinese Teachers In Primary School

Primary school senior grade Chinese teachers classroom evaluation language will have a great impact on the students’ knowledge and skills,emotional attitude,comprehensive ability,personality development and so on.Although the concept of developmental evaluation has been advocated for 20 years,many teachers’ evaluation concepts and behaviors have not kept pace with The Times,and the situation in some township schools may be more serious.Teacher quality is the key to the success or failure of educational reform.Therefore,it is very necessary to change teachers ’classroom teaching evaluation concept and then optimize teachers’ classroom teaching evaluation language.The author hopes that,through the observation and research of senior Chinese teachers in Z primary school,investigate the current situation of Chinese teachers in class,find some problems,and put forward some suggestions,so as to optimize the primary school Chinese classroom evaluation language,improve the efficiency of Chinese classroom teaching,and help pupils comprehensive sustainable development.This study selected the author of a township primary school ——Z primary school as the research object,using the research method of classroom observation method,supplemented by interview and analysis method,to the township primary school senior Chinese teachers normal classroom observation,and focus on the typical case,the interview of teachers and students in the case,thorough analysis of Z primary school senior Chinese teachers classroom evaluation status,then raise questions,analyze the reasons and Suggestions,research also can provide reference and reference for other similar township primary school.The study found that the classroom evaluation language of senior Chinese teachers has been changed: the classroom evaluation language of "love" and "encouragement" has increased,and the experienced teachers have more ability to adapt.However,there are also some prominent problems: some teachers ’classroom evaluation language hurt students’ self-esteem;most teachers have unclear orientation;teachers do not well target different students’ characteristics;classroom evaluation language does not focus on the improvement of Chinese comprehensive ability;most teachers lack research and thinking on Chinese classroom evaluation language.In view of the above problems,the following suggestions are put forward for the teachers’ classroom evaluation concept: the evaluation is based on the standpoint of caring and helping students;the evaluation should help to improve the subject of students’ language ability,the evaluation should let students know the specific methods that can be improved,and the evaluation should contribute to the lifelong development of different students.The following suggestions are proposed for the improvement of teacher classroom evaluation language: the clear and clear method for Chinese knowledge and skills,the patient and positive affirmation,the development of comprehensive language ability,meticulous and guided,the —— for good personality development,and the classroom discipline issues,the model and debate.Finally,the following suggestions are put forward for the school and the education department: organize the relevant training on the teacher evaluation language;enhance the teachers’ attention to the evaluation language;set up the evaluation language cooperative research group;and promote the latest evaluation language research results;open the student evaluation language feedback channel.