A Study On Teachers' Evaluative Language In Primary Class

Teacher's classroom evaluation language is an important teaching language,which runs through the whole teaching process.The proper use of teachers' classroom evaluation language can help to awake students' thirst for knowledge,foster students' thinking quality,develop students' ability and enrich their emotion.Basing on document research,taking chinese and math teachers of middle grades of D primary school in Xinxiang as an example,this dissertation investigates the current situation of teachers' classroom evaluation language by means of observation,questionnaire and interview,so as to further improve its theoretical importance and practical value.The dissertation is divided into four chapters:Chapter one is introduction.It consists of six aspects,that is,topic reason,research purposes and significances,definitions of main terms,literature review,research thinking and method,key and difficult points and research innovation.Chapter two is the investigations on the current status of teachers' classroom evaluation language in D primary school of Xinxiang.Taking the middle grade of D primary school in Xinxiang as an example,it investigates from seven aspects: the cognition of classroom evaluation language,the way of classroom evaluation language,the nature of evaluation language,its directing object,evaluative contents,the communication between teachers and students and students' demands.Chapter three points out the problems and its reason of teachers' classroom evaluation language.Some problems are found by the collection and analysis of the current situation.For example,the absence of body language,the formalization of praise language,the unbalance of evaluative samples,the negligence of students' emotion and ability and the lack of diversity and pertinence.Meanwhile,the author further analyzes reasons of teachers' classroom evaluation.They are as follows: the utility of school evaluation assessment standards,the bias of teacher evaluation ideas,the weak consciousness of teachers' learning and reflection,the lack of teachers' expressive ability,the lack of related teacher training,the weak initiative of students' participating in classroom and the poor communication between teachers and students.Chapter four puts forward the strategies on improving teachers' classroom evaluation language inelementary school.According to the reasons for the existing problem in teachers' classroom evaluation,gives some feasible suggestions,which are as follows: enhancing teachers' training and assessment,updating the evaluative concept,improving teachers' ability in using classroom evaluative language,focusing on the evaluation of all students,valuing teachers' self-reflection on classroom evaluative language,students' participating in classroom teaching actively and promoting the communication between teachers and students.