Primary School Chinese Teachers Based On Speech Act Theory Research On The Use Of Classroom Evaluation Language

Classroom evaluation language,based on speech act theory,is not simply a kind of teaching language;it is a kind of speech act that can refer to things with words and do things with words,which means that teachers can guide students to produce a series of positive effects through classroom evaluation language.Language and behaviour are closely related,and this study considers teachers’ classroom evaluation language as a speech act,focusing on the impact of teachers’ classroom evaluation language on students’ learning behaviour,which is a dynamic process of generating from language to behaviour.At the same time,primary school language teachers’ classroom assessment language plays an important role in students’ language learning behaviour,learning interests and learning habits.However,in real classrooms,the after-speech effect of primary school teachers’ classroom assessment is not satisfactory,and it is generally used to judge the correctness of students’ answers.In this context,the aim of this study is to find out,through a survey,the current situation of language teachers in the implementation of language assessment at levels 3 and 4 in primary schools.,and to analyse the problem and propose an optimization strategy using speech act theory.The first part introduces the reasons for the topic selection,through the research status at home and abroad,to understand the speech act theory and the development of primary school Chinese classroom evaluation language and related content,research significance,research ideas and methods;the second part first defines the concept,then discusses the theoretical basis,and then analyzes the necessity and feasibility of speech act theory in the application of classroom evaluation language.The third part describes the assessment of Chinese in the primary Chinese classroom,building on parts 1 and 2,the classroom observation method,interview method and case analysis method are used to investigate the current situation of the classroom evaluation language of the Chinese teachers in the third and fourth grades of S primary school in L city.The study found that primary school Chinese teachers have deficiencies in the understanding of classroom evaluation language,the object of evaluation language,In the fourth part,after a study based on blended learning with cooperative criteria according to the speech act theory,the use of assessment language in teaching by Chinese primary school teachers was found to be inadequate,including violation of quantitative criteria,lack of relevance,violation of methodological criteria,lack of simplicity,violation of qualitative criteria,lack of inspiration and violation of relevance criteria,lack of logic;the reasons for the implementation problems,including insufficient training,were analysed.The last part puts forward the specific application optimization strategy,mainly using the literature analysis method,combined with the cooperation criteria under the speech act theory,from the practical level: the optimization of teachers’ practical application;organizational level: the promotion of school organizational incentives;promotion level: the effective promotion of competent departments;the synergy level:the synergy of family education promotes these four levels to explore the optimization strategy.