| The ability to master the evaluation language correctly and efficiently is one of the necessary vocational and technical abilities of primary school teachers,and naturally the same is true for Chinese teachers.Appropriate classroom evaluation language can effectively relieve the classroom atmosphere and guide students to actively participate in classroom teaching,thereby ensuring the normal development of teaching.The importance of classroom evaluation language is self-evident.In the reform and development of our country’s education in the new era,how to make teaching more effective is an issue that the majority of educators pay close attention to.Based on this background,the author conducts an empirical research and analysis of classroom evaluation language,the purpose is to explore how to enable elementary school Chinese teachers to better master the classroom evaluation language,so that their evaluation language can better promote the growth of students.Through observation and interviews,the author found that in the classroom of middle-aged Chinese teachers in elementary school A,although the use of evaluative language in the classroom has been proved to have a significant positive effect,it is undeniable that the use of evaluative language in reality still has many people The concerns are mainly in the following aspects: first,the teachers ’understanding of classroom evaluation is not comprehensive enough,and the reflection is not deep enough;second,the proportion of classroom evaluation objects is not balanced;third,the content of classroom evaluation is too much attention from students In terms of knowledge and ability;fourth,the timing of classroom evaluation is not accurate;fifth,classroom evaluation is too simple and casual,lacking subjectivity and artistry.This requires front-line teachers and other related education researchers to re-examine the use of classroom evaluation language,and further study and formulate countermeasures to improve the use of teacher evaluation language.In this research,the related issues and causes of classroom evaluation language are first expounded,and further research is carried out by combining theory with practice,and on this basis,it is proposed how teachers can really use scientifically and effectively in Chinese classrooms.Evaluation language mainly has the following aspects: change the concept of teacher evaluation;reflect the diversification of classroom evaluation objects;temper the artistry of classroom evaluation;grasp the best opportunity for classroom evaluation;accumulate knowledge and experience to improve evaluation ability.It is hoped that these strategies in this study can strengthen the importance of middle-aged Chinese teachers in primary schools to classroom evaluation language,and bring some help and inspiration to language teachers,and promote teachers to properly and effectively use classroom evaluation language in future teaching. |
