A Study On Classroom Teaching Evaluation Behavior Of Primary Chinese Teachers

In this study,a example study of A primary school in K city was conducted to investigate the current situation of classroom teaching evaluation behavior of Chinese teachers in primary schools.Classroom observation was conducted on 15 Chinese classes in this school.242 students in grades 3 to 6 were surveyed by questionnaires and 10 teachers were interviewed.This paper mainly analyses the form,subject,content,effect and language of classroom teaching evaluation,and grasps the current situation of classroom teaching evaluation behavior of primary school Chinese teachers.Through the investigation,it is found that the main problems of primary school Chinese teachers’ classroom teaching evaluation behavior are: single form of teachers’ evaluation behavior;evaluation content mainly focuses on knowledge and skills evaluation,ignoring the evaluation of process methods and emotional attitudes and values;teachers neglect the status of students’ classroom teaching evaluation;evaluation language is simple and unified,lack of pertinence;teachers’ classroom teaching evaluation effect is not good.This is the case.Based on the analysis of the problems of classroom teaching evaluation behavior of primary school Chinese teachers in K city A,combined with relevant theories and specific typical cases,this paper puts forward some improvement strategies from teachers’ classroom teaching: diversification of evaluation forms,diversification of evaluation subjects,integrity of evaluation content,artistry of evaluation techniques,and optimization of evaluation effect.