Research On Behavior Of Verbal Feedback Of English Teachers In Primary School

Classroom teaching behavior reflects the concept of the new curriculum reform,testing the effectiveness of the new curriculum reform,determining the quality of school teaching and classroom teaching efficiency,and affecting the overall development of students,but also subjects to the professional quality of teachers.In order to promote the development of education,more and more educators pay attention to the behavior of classroom teaching,including feedback behavior,and carry out a lot of research.It is necessary to pay attention to the students' English language proficiencies in English language practice,English communicative competence and so on,which will cultivate the educational goal of cultivating all-round development to primary school English teaching.Verbal feedback behavior as an important part of feedback behavior can promote the realization of the above teaching objectives,which requires teachers to actively create a real and active language environment in classroom teaching,and exert the encouragement,promotion and guidance of teachers' classroom.However,there are still some drawbacks in the verbal feedback behavior of primary school English teachers,and the related research is not enough.For example,although the existing research has been explored from the perspective of pedagogy,psychology,different disciplines,for the study of different sections,the study focused on secondary schools and university sections,while the primary school section of the study was less.As a basic education,primary education has a unique educational characteristics and laws,and its importance cannot be ignored.Therefore,this paper attempts to study the verbal feedback behavior of primary school English teachers in theory and practice.This paper firstly uses the literature method to sort out the relevant research and theoretical basis of classroom verbal feedback behavior.Secondly,through classroom observation and teacher interview,this paper analyzes the status quo of verbal feedback behavior of primary school English teachers,summarizing the current primary English Finally,the author puts forward the strategy of optimizing the feedback behavior of primary school English teachers in the classroom.The purpose of this study is to improve the present situation of verbal feedback in primary school English classroom,improve the efficiency of verbal feedback,improve the verbal feedback of primary school English classroom,strengthen the effectiveness of English teaching,and promote the comprehensive development of students.So in theory and practice enrich the verbal feedback behavior research.This paper is divided into four chapters.The first chapter is the introduction.This chapter mainly includes five parts:first is to explain the reason of the topic from the three aspects of the need of classroom reform,the characteristics of the discipline and the practice of the first-line teachers.Second,the literature review part,including teacher feedback and verbal feedback behavior of domestic and foreign research and summary of the summary,through the literature review of the background of this paper and research logic starting point.Third,the purpose and significance of the study,this study hopes to provide effective strategies for the effective implementation of classroom verbal feedback behavior.Fourth,the study of the method,the main study of the use of literature,observation,interviews to study.Fifth is the definition of the relevant concepts,this study analyzes the feedback,feedback behavior,verbal feedback behavior,teacher classroom verbal feedback behavior concept.The second chapter is the theoretical basis.This study is based on the theory of scaffolding,second language acquisition theories,communicative linguistics theory and constructivist learning theory,and analyzes and summarizes the four aspects,and provides theoretical support for the research.At the same time,it puts forward the feedback behavior of primary school English teachers five basic requirements:the overall nature of the object,the content of the comprehensive,the diversity of the way,the timeliness of time and language targeted.The third chapter is the present situation investigation.This paper describes the basic situation of the research object,the lectures and the interview,and through the interview and the classroom observation understand the primary school English teachers' understandings of the verbal feedback behavior in the classroom,from the feedback object,the feedback content,the feedback way,the feedback timeliness,the feedback language relevance.The basic situation of verbal feedback behavior of primary school English teachers.And then summed up the teacher's sense of classroom verbal feedback behavior has a certain understanding,focusing on the feedback object a comprehensive choice,focusing on encouraging the use of feedback,with timely feedback and other positive aspects of consciousness;also shows the current primary school English teacher classroom verbal feedback.There are still no feedback phenomenon,the feedback of heavy knowledge and skills,too much simple comment feedback and feedback is not strong and so on.In order to improve the present situation,this paper analyzes the causes of the problems in the feedback behavior of primary school English teachers from three aspects of teachers,schools and students.The fourth chapter is optimizing strategy.First of all,teachers must change concept setting up the scientific view of teachers' classroom verbal feedback,and improve teachers'understanding of teachers' classroom verbal feed'back behavior;Second,teachers must strengthen the training,pay attention to theoretical study and practice,improve teachers'classroom verbal feedback behavior of knowledge and ability;Once again,teacher must strengthen management,improve the effectiveness of the implementation of teachers' classroom verbal feedback behavior.Finally,teacher must be combined with the actual,according to the student discipline characteristic features education target verbal feedback,to improve teachers'classroom verbal feedback behavior of pertinence.