A Study On Classroom Evaluation Language Use Of Primary School Mathematics Teachers And Its Countermeasures

Language is an important tool for conveying information and expressing feelings.In the process of classroom teaching in China,language is also the most effective and direct tool to complete the communication between teachers and students,students and students,and even between students and books.The use of various teaching languages is of great importance to the promotion of teaching efficiency.As a kind of teaching language,classroom teaching evaluation language has established a special relationship between teachers and students.Teachers guide and diagnose students' performances through the use of various evaluation languages.This is reflected not only in classroom questioning,but also in classroom testing,which also shows the penetration of classroom teaching evaluation in the whole teaching process.This paper is based on this,through the basic cognition of language evaluation,using the mode of theoretical research and case comprehensive analysis,to study the use of evaluation language in primary school mathematics classroom teaching nowadays.Firstly,it elaborates the research background and significance,methods and structure of the topic,which reflects the purpose of this paper on the basis of other people's research literature analysis.Secondly,through the theoretical cognitive analysis of mathematics teaching evaluation language,this paper provides a theoretical basis for the writing of this paper conceptually;and the investigation and analysis of the present situation of primary school mathematics teachers' use of classroom evaluation language is the focus of this paper,including the object,purpose,content,method and result analysis of the investigation and study,in which the survey results will be from the cognitive investigation and application situation.Investigation and application value survey are carried out in these major directions.In the research results of this paper,the problems and causes of the application of evaluation language in specific mathematics classes in Jinzhou A,B and C elementary schools are analyzed,including inaccurate recognition of the types of teaching evaluation language,relatively single and light pluralistic types of classroom evaluation language,and non-standard use of classroom evaluation language types.Based on theoretical analysis and case study,this paper puts forward some strategies to optimize the use of classroom evaluation language for primary school mathematics teachers,such as strengthening cognitivetraining of language evaluation,strengthening experience summary of language evaluation and so on.