Research On The Current Situation And Implementation Strategies Of Classroom Evaluation Of Chinese Teachers In Primary School

Classroom evaluation language is an important medium for teachers to communicate and communicate with students in classroom teaching.Positive classroom evaluation language is not only beneficial to students' physical and mental health,improve the teaching effect of the classroom,but also promote the professional development of teachers.The purpose of this study is to take the language teachers and students in the third to sixth grade of primary school as the research object,the students of this age group gradually mature in body and mind,began to have a certain good heart,hope their classroom performance to get the teacher's affirmation.Therefore,through the investigation of the current situation of classroom evaluation language use,this study analyzes its existing problems and puts forward corresponding implementation strategies to improve the theoretical research and practice of primary school Chinese teachers' classroom evaluation language.This research is mainly divided into two parts,theoretical research and investigation.First of all,the theoretical part of the study mainly through the retrieval of relevant literature on classroom evaluation language,explore the concept,characteristics,types and functions of classroom evaluation language,and determine the theoretical basis of the study.Secondly,on the basis of the theoretical research,referring to the excellent Master's and doctoral thesis and research results,according to the content of primary school Chinese curriculum standards,the classroom observation scale,questionnaire and interview outline were compiled,and the teachers and students of the third to sixth grade of Z Primary School in Shijiazhuang City were taken as the research object to investigate the current situation of primary school Chinese teachers' classroom evaluation language use.The research results show that the object of classroom evaluation mainly focuses on the individual students,the evaluation content is one-sided,there are many problems in the type of evaluation language,and the teachers themselves lack the understanding and reflection of the classroom evaluation language.Finally,this study combines the theoretical research and the investigation present situation,proposed the elementary school Chinese teacher classroom appraisal language implementation strategy.For example: build a comprehensive and diversified evaluation view,based on the development of students;grasp the characteristics of Chinese subjects,enhance the charm of evaluation language expression;improve teachers' own literacy and classroom evaluation language use ability;strengthen the supervision and management of classroom evaluation language in schools,etc.