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

Teacher’s classroom evaluation language,as a small factor that influences classroom teaching,runs through classroom teaching and builds a bridge of communication between teachers’ teaching and students’ learning.Through classroom evaluation language,can make teachers about their teaching effect and student’s knowledge is more clear judgment,to better improve their teaching,and improve student learning.The classroom evaluation language of teachers should not be neglected in classroom teaching.However,in the current primary school classroom teaching,some teachers of classroom evaluation language has not caused enough attention,lack of monotonous classroom evaluation language,lack of guidance,pay attention to the judgment and ignore the description,pay attention to the preset and ignore the knowledge generated,cannot be rating of all sorts of problems for people.By the wave of a new round of basic education curriculum reform,research on the practice of teachers’ classroom evaluation language also increase gradually,but from the perspective of constructivism study only a few elementary school teacher’s classroom evaluation language.Constructivism theory guide the practice of primary school teachers’ classroom evaluation language helps teachers from a single cognitive evaluation to expand into multiple,comprehensive evaluation to the student,from pay attention to the evaluation results to pay attention to the evaluation process,students from passive to accept evaluation to give full play to students’ main body status of evaluation,to better highlight teachers’ evaluation should have the value and function of the language class.Therefore,this article from the perspective of constructivism classroom evaluation language new examination on the primary school teachers,depth excavation constructivist perspective the correspondency of elementary school teachers classroom evaluation language and relevance,from the constructivist perspective of a teacher’s classroom evaluation language ought to be state,using the method of observation,interview and case analysis to the current primary school teachers’ classroom evaluation language status and the reasons,to find in theconstructivist perspective of elementary school teachers classroom evaluation language improvement strategy.The main contents and basic viewpoints of the study are as follows:Part one: the theoretical explanation of classroom evaluation language of primary school teachers from the perspective of constructivism.In this part,the author from the knowledge view,learning view,students view of constructivism,evaluation four aspects has carried on the system theory,and the subject of this study language to define the connotation of teachers’ classroom evaluation,on the basis of careful analysis and sums up the constructivist perspective of elementary school teachers classroom evaluation language ought to be state,namely the constructivist perspective of elementary school teachers classroom evaluation language should be situational,difference,generative,diversity,the basic characteristics of dialogue.The second part: the current reality check of classroom evaluation language of primary school teachers.In this part,the author through literature analysis,observation method,interview method and case analysis,combining quantitative analysis and qualitative research,analysis of the current elementary school teachers’ classroom evaluation language mainly exist the following problems: the weight of a single light is multivariate,heavy judgment light description,heavy form light substance,results light process,uniform light differences.The third part: current elementary school teacher classroom evaluation language existing problems of the cause perspective.Based on the existing problems in the classroom evaluation language of primary school teachers,the author makes attribution analysis from the perspective of teachers themselves,the operational skill level and the external environment factors.The fourth part: the improvement strategy of classroom evaluation language of primary school teachers from the perspective of constructivism.Under the guidance of constructivism perspective,the author from remodeling concept of teachers,optimizing the operation skills,form three aspects of external security system,to improve the current status of elementary school teachers’ classroom evaluation language provide concrete and effective measures.