Investigation And Research On The Situation Of The Evaluation Of The Classroom Teaching Of English Picture Book Reading In Primary Schools

With the changes of the times,students acquire more and more knowledge about English picture books and the teaching of English picture book reading is also changing.That requires the the Evaluation of the Classroom Teaching of English Picture Book Reading in Primary Schools keep up with the times and the trend of development.Scientific and reasonable classroom teaching evaluation can not only help teachers carry out English picture book teaching activities smoothly,understand the dynamic situation of students’ English picture book learning and achieve English picture book teaching goals,but also can help students check the gaps and fill in the gaps,stimulate their interest in English picture books and improve their own picture book reading ability and learning performance.However,there are a few studies on the evaluation of English picture book classroom Teaching in primary schools and many teachers have insufficient knowledge about it.Therefore,it is necessary to study the evaluation of English picture book classroom Teaching in primary schools.The paper uses three methodologies,as questionnaires,interviews and classroom observations to evaluate the subject,content,standard,method and result to collect information about the current situation of evaluation of classroom teaching of English picture book reading in three representative primary schools which are located in Qidong.Through the investigation,the following questions are found:the subject of classroom teaching evaluation is single;the content of classroom teaching evaluation is one-sided;the criteria of classroom teaching evaluation is vague;the way of classroom teaching evaluation is improper and the classroom teaching evaluation doesn’t work.Mainly because the neglect of the status of students during classroom teaching evaluation;the deep-rooted concept of test-based education evaluation;the lack of scientific theoretical guidance on classroom teaching evaluation standards;the lack of awareness of innovation in classroom teaching evaluation methods;and the neglect of classroom teaching evaluation results.In response to the above problems,this study proposes the following strategies to improve the current situation of English picture book classroom teaching evaluation in primary schools:focusing on diversified classroom teaching evaluation subjects;determining diversified classroom teaching evaluation contents;clarifying scientific classroom teaching evaluation standards;insisting on diversified classroom teaching evaluation methods and improving the timeliness of classroom teaching evaluation results feedback to improve students’reading efficiency,reading experience and reading ability and improve teachers’ English picture book reading teaching.