Research On The Status Quo And Countermeasures Of Primary School Chinese Teachers' Classroom Reasoning And Answering Behaviors

The teacher’s evaluation-language refers to the timely response and treatment which based on students5 answers after asking questions in the classroom.Evaluation-language of teacher is an important part of the classroom interaction.It also can effectively trigger,motivate and continue the students5 self-exploration activities,helping students to build new knowledge in the primary school Chinese classroom.Therefore,in teaching activities,the importance of evaluation-language is widely accepted and recognized.Through the evaluation-language,teachers can not only promote the cognitive development of students but also highlight the basic characteristics of the unity of instrumentality and humanity in the Chinese language.It is also of great significance to promote the development of curriculum reform.According to some situations obseived by the author,the current primary school teachers’ evaluation-language are varied,and most of the original research are discussed in the form of speculation.In order to further understand the problems existing in the current primary school Chinese teachers,classroom evaluation-language,the author will take an empirical method to observe the primary school Chinese classroom on the basis of a large number of literature.Through the investigation of the present situation,this paper tries to find out the shortcomings and problems existing in the teaching of Chinese teachers in primary schools,and further explore the reasons.Finally,the author put forward practical countermeasures from the overall point of view and hope to be able to provide theoretical guidance for primary school Chinese teachers.This research revolves around the topic,firstly,it comprehensively sorts out and analyzes the research status and research on the classroom evaluation-language of primary school Chinese teachers at home and abroad,and selects the evaluation-language of four primary school Chinese teachers as the research object which based on the existing academic achievements.The interview,the classroom observation method and questionnaire survey method were used to investigate the connotation and significance,presupposition,methods,reflection and student feedback of the primary school Chinese teachers in the classroom.Through investigation,it is found that the main problem in the classroom evaluation-language of primary school Chinese teachers are:the teacher’s understanding of meaning of the classroom evaluation-language is shallow;the presupposition of evaluation-language is inefficient;the lack of proper scientific evaluation-language skills;the lack of reflection.The reasons are due to the shackles of the traditional class teaching model,the lack of professional knowledge in the Chinese subject,the limitation of teachers’ experience in classroom and the absence of the atmosphere of teachers’self-criticism and reflection.In view of these problems,the author suggests that the primary school Chinese teachers should strengthen the sense of rationing,attach importance to the presupposition of rationing,make rational use of the skill of rationing,and pay attention to the reflection and promotion of rationing in order to realize intelligent rationing.