Research On Evaluation Of Primary School Teachers In The Classroom Immediate Behavior

Language is the most important communication tool for human, Chinese discipline is abasic subject, and language learning is the basic of other subjects’ learning. A new round of basiceducation curriculum reform demands the reform of curriculum and teaching, and it also putforwards different requirements in the course’ structure, function, management and development.As the baton of curriculum, evaluation is also involved. The new curriculum reform requirescomprehensive improvement of the original evaluation mechanism, at the same time putsforward a series of new goals and requirements.However, in actual instant classroom evaluation, many teachers just receptive the new ideasin surface, and in practice there are still many problems. In the current classroom instantevaluation, the main disadvantages are: random evaluation language; lack of accurate, vividly,humorous and originality language; equating evaluation to praise; evaluation index and contentare pointing too much to knowledge skills, neglecting multiple factors such as the students’attitude, emotion, personality, thinking; a single evaluation subject, ignoring the multidirectionalinteraction evaluation; improper evaluation time; missing the critical period and a deviationevaluation concept and so on.Based on all of these, this study is committed to teachers’ behaviors of instant evaluation inthe classroom of Chinese discipline of the elementary school, researching on the problems andthe reasons of it in existence. Hoping that by the guidance of the new curriculum reform,correcting the defects of the teacher instant evaluation, improving the level of teachers’classroom instant evaluation, effectively promoting the professional development of teachers,and improving the quality of classroom teaching, finally effectively promoting students’all-round developments.