A Study On The Classroom Evaluation Of Chinese Teachers In Primary School

The reform of the curriculum reform evaluation method is one of the important contents of the curriculum reform.As an education evaluation that weighs the quality and level of education,it should be continuously developed to meet the needs of talent cultivation.Traditional educational evaluations focus on exams,pay too much attention to results,and rarely use qualitative evaluation methods.The procedurality of the evaluation is insufficient,and the developmental function is not enough.The primary school Chinese teacher classroom evaluation language is a method of qualitative evaluation to evaluate the students' learning process and learning outcomes.This evaluation method can make up for the shortcomings brought by the examination evaluation.However,systematic research on the classroom evaluation language of primary school Chinese teachers is very rare.Therefore,studying the classroom evaluation language of primary school Chinese teachers can not only enrich the classroom evaluation methods of primary school Chinese teachers,but also improve the effectiveness of primary school Chinese teaching.Through researching the literature of classroom evaluation language research,based on Martin Buber's dialogue theory,teaching wit theory and multiple intelligence theory,the questionnaire survey method,interview method and observation method are used to investigate the language classroom of a primary school in Qinghai Province.Deeply describe the current situation of the use of classroom evaluation language by primary school Chinese teachers and students,find out the problems existing in the classroom evaluation language of primary school Chinese teachers,and deeply explore the reasons behind the problems,and then propose strategies to improve the classroom language of primary school Chinese teachers.According to the research,due to the influence of teachers,schools and students,the ability of primary school Chinese teachers to use classroom evaluation language has been at a low level.The problems found in the teacher's classroom evaluation language are as follows: the form of the evaluation language is single,lack of pluralism;the lack of flexibility of the evaluation language,ignoring the differences of individual students;the evaluation language focuses on the knowledge and skills,the light emotional attitude;the timing of the evaluation language is not accurate.Lack of teaching wit.In response to the existing problems,the author analyzes the reasons for the problems from the school,school leaders,teachers,and primary school students.From the school perspective,the school's evaluation culture has always advocated standardized testing methods,ignoring the importance of developmental evaluation.In terms of school leaders,the school leaders failed to play a good guiding role and did not lead the evaluation direction well,which in turn affected the evaluation philosophy of the entire school.From the teacher's point of view,the primary school Chinese teacher education concept is relatively lagging behind,the teacher does not form a dialogue teaching view and a developmental classroom evaluation concept,and the teacher's evaluation ability is low,which can not display the teacher's evaluation role well.In the case of primary school students,because of the differences between individual students,teachers need individualized guidance instead of using the same method of evaluation.Based on this,the author starts from the three levels of school,school leaders and teachers,and explores strategies to improve the classroom evaluation language of primary school Chinese teachers.At the school level,schools are required to change the campus evaluation culture,from the examination culture to the evaluation culture;provide professional support within the school to help teachers solve problems in the use of classroom evaluation language.At the school leader level,the evaluation of school leaders' evaluation literacy will lead the development of schools and teachers;at the teacher level,teachers should be required to establish a developmental learning evaluation concept,establish a correct evaluation concept;enhance evaluation ability,be objective and reasonable,Scientifically evaluate students;improve teachers' language literacy and evaluate students with appropriate and appropriate use.