A Study On Classroom Evaluation Language For Novice Teachers In Primary Schools: A Comparison With Expert Teachers

With the progress of education,the continuous reform of basic education classroom,more and more experts and frontline teachers begin to pay attention to the effectiveness of teaching,pay attention to efficient classroom construction,and classroom evaluation is a part of classroom construction,under the "Students as the main body" concept,more and more teachers begin to pay attention to the evaluation of students in the classroom,And more and more researchers began to study the classroom evaluation language,hoping to improve the teacher's teaching effect and improve the teaching efficiency through the research,because the teacher's ability to use the evaluation language properly in the classroom will directly affect the efficiency of teaching.Proper classroom evaluation can not only enable students to generate learning interest,but also allow students to explore and think,create a pleasant,exploratory and innovative classroom atmosphere for students,and establish a harmonious and friendly teacher-student relationship.Looking back at previous studies,most of the research is on the classroom evaluation language itself research,the novice teacher and the expert teacher's classroom evaluation difference research is relatively few,and most of the research is discussed in the Chinese subject,and the research involving mathematics and English subjects is relatively few.In view of this,this paper chooses to study the classroom evaluation language of novice teachers,from the primary school Chinese,mathematics,English three types of disciplines of novice teachers and expert teachers to carry out research.Based on the previous experience,the author reviews the relevant literature,summarizes and analyzes the existing research by using the literature method,and then compares and analyzes the overall situation of the use of classroom evaluation language between novice teachers and expert teachers in primary schools by means of observation method and interview method,and analyzes and probes into the shortcomings of novice teachers in classroom evaluation language.According to the problems andcauses,some suggestions are put forward to help novice teachers improve the effectiveness of classroom evaluation language and reduce the difference with expert teachers.According to the research,the author designs The observation scale of classroom evaluation language,and records it according to the observation scale,records the use of evaluation language in classroom teaching by novice teachers and expert teachers in three subjects of primary school language,mathematics and English,and compares and analyzes the fractal dimension of observation data,summarizes the differences,The differences are mainly manifested in the narrow and unbalanced scope of the evaluation object of novice teachers,the lack of evaluation of emotional attitude values,lack of relevance,flexibility,lack of guidance evaluation,insufficient evaluation of students ' motivation,and the discovery that novice teachers do not often reflect on after class.Therefore,in view of these differences,the author puts forward six points that can improve the effectiveness of novice teachers in the use of classroom evaluation language,hoping to provide some help to novice teachers.