A Study On The Problem Of Classroom Evaluation Of Primary School English Teacher

Classroom is the main position for teachers to teach and educate people.Teachers’ classroom teaching is inseparable from good interaction between teachers and students,and teacher’s classroom evaluation language is the main way to open the interaction.The use of teacher evaluation language in classroom is closely related to the teaching effect,as well as the physical and mental development of students.Effective classroom evaluation language can enable teachers to better play a leading role,make the classroom atmosphere become active,and also enable students to gain confidence and generate positive learning motivation.What are the problems in the use of classroom evaluation language by primary school English teachers? Why did it happen? How to improve? It is the focus of this research.This study uses literature analysis,case study,interview and questionnaire survey methods to interview teachers of L,M,and N primary schools in Baoding City.Random sample surveys are taken of students,and they go into the classroom for further observation and learn about the primary school.The use of evaluation words in English teachers’ classrooms,but judging from the current situation,the development is not optimistic.The main problems are poor motivation,lack of pertinence,weak artistry,lack of fairness,and poor richness of classroom evaluation.The main reasons for these problems are primary school English teachers have biased evaluation concepts,onesided understanding of students,lack of expression skills,obvious screening intentions,and less training in classroom evaluation language.In response to the above problems,the author conducts attribution analysis from teachers,education departments and schools,and proposes four improvement strategies:First,update the concept of curriculum evaluation,strengthen the functional cognition of classroom evaluation language,and carry out the learning of classroom evaluation language knowledge;Second,Strengthen the understanding of all students,be familiar with the learning situation of each student,and evaluate students’ strengths and deficiencies in a targeted manner;Third,Improve the level of classroom language expression,standardize the use of classroom evaluation language,and focus on the reflection of classroom evaluation language;Pay attention to the training of classroom evaluation language for primary school English teachers,carry out regular English classroom evaluation language training work,and advocate mutual exchanges between teachers.