There Are Problems And Countermeasures In The Classroom Evaluation Language Of Primary School Chinese Novice Teachers

Under the background of basic education reform,classroom commentary as the most direct feedback of students' performance,play an important role in the study.It is an important means to improve students' interest in learning and strengthen learning motivation.In the past,the research on the evaluation of teachers' classroom teaching focuses on the discovery of superficial problems,which are mostly in the theoretical research or simple experience,and lack of empirical research.In this study,we will go to the practical classroom of primary school language,select the relatively novel perspective of the difference of classroom evaluation language between expert teachers and novice teachers,and use the quantitative research tools of classroom observation scale and classroom evaluation language Record the classification,and after the class with semi-structured interviews with qualitative research methods to add.Through the comparison to find out the novice teachers in the classroom evaluation of the use of language,evaluation level,learning situation,reflection of the four aspects of the situation.After investigation,it is found that the novice teachers often neglect the value judgment of the classroom evaluation language and the unique experience of the students in the course of the use of the classroom language of primary school language,and the lack of learning and reflection in the classroom evaluation,lack of learning and reflection,The difference is obvious.This paper analyzes the causes of the differences from the three aspects of conceptual consciousness,personality skills and behavior skills,and puts forward some suggestions on how to promote the novice teachers from the perspective of novice teachers and school education administrative departments.The corresponding solution to the transformation of expert teachers.