Evaluation Of English Teaching In Grade Three Of Primary School Under The Background Of “Double Subtraction”

With the increasing degree of globalization,parents in primary and secondary schools in China are paying more and more attention to their children’s English learning,especially in the lower grades of primary schools.At the same time,the introduction of the "double reduction" policy has brought significant changes to the traditional teaching mode of primary and secondary schools.For example,except for the entrance examination for the junior college entrance examination,other examinations do not have screening and selection functions.In this context,the academic community has carried out a lot of research on improving the efficiency of English teaching in primary schools,but the research on how to reasonably carry out English teaching evaluation to promote efficient teaching is not comprehensive and systematic.This paper takes Dongguan X Primary School as an example to conduct an action study on the evaluation of English teaching in the third grade of primary school.The first chapter mainly introduces the research background,determines the research purpose,research issues,research methods,etc.of this study,and introduces the background and current situation of relevant research at home and abroad.Through the collation and research of literature,we can understand students’ attitudes towards different evaluation methods of teachers,so as to understand the impact of different evaluation methods on students’ education,and find out the problems exposed by English teachers in the application of teaching evaluation.The second chapter is the theoretical basis,introducing the basic ideas of action research and the basis of innovative teaching evaluation in primary school English.The third chapter takes the teachers and students of X School as the research object to understand the current situation and problems of English teaching evaluation in primary schools.The fourth chapter carries out action research for X School and analyzes the achievements and problems in teaching evaluation practice.The fifth chapter,based on X School,puts forward a tentative plan to improve the evaluation of English teaching in primary schools from both the subject and the object aspects,providing reference for future English teaching in primary schools.It is found that the main problems in the evaluation of English teaching in the middle grades of primary school include: 1)that the purpose of evaluation is partial,2)that the evaluation function is not fully utilized,3)that the evaluation content is not comprehensive,4)that the evaluation lacks a supportive environment,and 5)that the evaluation methods are not diverse enough.There are three main reasons for these problems.First,traditional evaluation concepts are not easy to change.Second,traditional evaluation purposes are deeply rooted in people’s minds.And third,traditional evaluation practices have a far-reaching impact that are hard to shake off.To address these problems,improvement measures can be taken from both subjective and objective aspects: first,to improve the competence of teachers as the evaluation subject in teaching evaluation including,indirectly,teacher ethics and teaching capability and,directly,teaching evaluation capability;and second,to construct a scientific teaching evaluation system by specifying the evaluation purpose,enriching the evaluation content,diversifying the evaluation subjects,refining the evaluation process,enriching the evaluation methods,and standardizing and refining the evaluation language.