Research On Classroom Evaluation Language Of Primary School Mathematics Teachers

As an important part of classroom teaching language,classroom evaluation language is an important factor affecting the quality of classroom teaching.Teachers’ appropriate classroom evaluation language can promote classroom teaching and students’ learning.With the promotion of quality education and the continuous breakthrough of new curriculum reform,classroom evaluation language has begun to receive some attention and attention,but lack of systematic in-depth research.Therefore,it is very important to study the evaluation language of primary school mathematics teachers in the classroom.In this study,the case study method and statistical analysis method are mainly used,and 33 classroom recordings in the 14 th Primary School Mathematics Teaching Reform Observation and Exchange Exhibition Activity are used as observation samples,and the verbal evaluation words of teachers in the transcripts are used as research objects.On the basis of previous research,combined with its own teaching,the evaluation language is classified according to function,and the "Classification Statistical Table of Classroom Evaluation Words of Primary School Mathematics Teachers" is formulated,which statistically records the frequency of the use of teacher evaluation words in the lesson examples,analyzes the use scenarios of different types of evaluation words in combination with specific lesson examples,and summarizes the basic characteristics and teaching enlightenment of the classroom evaluation words of primary school mathematics teachers.This paper mainly consists of five parts.The first part is the introduction.Through the combing and sorting out of the relevant research of predecessors,combined with their own practical teaching experience,the research purpose,research content and research methods of this paper are established.The second part provides an overview of the classroom evaluation language of primary school mathematics teachers.The connotation of classroom evaluation,classroom evaluation language,and classroom evaluation language of primary school mathematics teachers is clarified.Combined with the research of predecessors and their own teaching,the teachers’ classroom evaluation language is classified according to their functions,namely diagnostic evaluation language,heuristic evaluation language,explanatory evaluation language,summary evaluation language and motivational evaluation language.At the same time,the functions of teachers’ classroom evaluation words are clarified: diagnosis and feedback,guidance and inspiration,affirmation and motivation,organization and regulation.The third part is research analysis.Record the teaching records in the 14 th Primary School Mathematics Teaching Reform,Observation and Exchange Exhibition,count the frequency of each evaluation language,and complete the "Statistical Table of Evaluation Words for Primary School Mathematics Teachers in Class".analysis.Then,based on the case,it will classify and analyze each type of evaluation language,including the use rate,application situation,application method,application principle,etc.,and then carry out a specific analysis of the combination of each type of evaluation language.The rules for the use of evaluation words.The fourth part is the research results.According to the data analysis and summary of the previous part,the basic characteristics of primary school mathematics teachers’ classroom evaluation language are drawn: concrete and sincere,pertinent;focus on guidance,full of inspiration;respect for students,full of artistry;rich in types,full of diversity;accurate expression,which is disciplinary.It provides a reference for the optimization of primary school mathematics teachers’ classroom evaluation language.The fifth part is the research conclusion.Put forward suggestions on the use of classroom evaluation language for mathematics teachers: update understanding and establish a scientific evaluation concept: take students as the main body,seize the opportunity,pay attention to guidance and inspiration;combine students’ characteristics,teach students according to their aptitude,and implement differential evaluation;based on mathematics,strengthen learning and improve professionalism Literacy;understand and respect students,be sincere and sincere,and have a harmonious relationship between teachers and students;attach importance to classroom generation,be flexible,and give full play to teaching wit.