On The Comparative Study Of Classroom Evaluation Between Novice And Expert Teacher In English In The Elementary Schools

With the development of Curriculum Reform of Elementary Education, effectiveteaching and efficient class become the focus of concentration, in a strong proponent ofthe concept of classroom dialogue, more and more curriculum and teaching expertshave begun to research the classroom question and answer behavior. They are lookingforward to improving classroom efficiency by optimizing teachers’ teaching behaviors.Therefore, as the terminal evaluation process of classroom interaction (questioningâ†'waiting responseâ†'calling studentsâ†'responding questions), many researchers realizethe significance of teachers’ feedback to students’ answers. Teachers’ classroomevaluation is one of the most important factors that will influence the efficiency ofclassroom. Proper evaluation can stimulate students’interest in learning and enthusiasticthinking, create positive atmosphere of exploration, knowledge, build positive andharmonious teacher-student relationship. In review of existing research, the researchersstudy more on the behavior of the teacher’s question, research on teachers’ feedback tostudents’ answers has not yet become a specialized research focus.，and study on thedifferences between novice and expert is more rare. What’s more，in the existing studies,the subject areas are mostly concentrated on Chinese, Mathematics and other subjects,instead of English.In view of this, the paper chooses teachers’ classroom evaluation as the studycontent and primary school English novice and expert teacher as the research object, onthe basis of previous studies and using relevant theories of psychology and pedagogy,and then use literature method, observation, interviews and comparative approachsynthetically, so as to research the differences between primary school English noviceand expert teachers in classroom evaluation, and to explore the causes of that, trying tofind out the strategies to help novice teachers to improve their evaluation level,narrowing differences with expert teachers.based on the Classroom Evaluation Observation Scale, the author observed and recorded the concrete manifestation of novice and expert teachers in primary schoolEnglish classroom evaluation, and analyzed the observational data to sum up thedifferences, the differences mainly reflect in the following aspects: the novice teacherused evaluation skills more rigidly; less positive response behaviors; short ofdevelopmental evaluation; evaluation inefficient, lack enough attention for students, etc..In addition, the novice teacher has more superficial and vague understanding ofclassroom evaluation. So the author puts forward some suggestions, hoping to givesome inspiration for novice teachers.