Primary School Language Teachers’ Classroom Teaching Evaluation Language Research On Problems And Countermeasures

Classroom assessment is the most direct way to evaluate classroom teaching and communication between teachers and students.The Language Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as "the new standards")clearly states that language curriculum assessment should be conducive to promoting students’ learning,improving teachers’ teaching and fully implementing the objectives of the language curriculum.It emphasis the consistency of "teaching-learning-assessment",the scientific choice of assessment methods,the reasonable use of assessment tools and the appropriate use of assessment language.However,research has found that some teachers and researchers have ignored the status of classroom assessment language in classroom teaching,and weakened its influence on the development of teachers and students,thus preventing the role of classroom assessment language from being played effectively.This study takes the above-mentioned problems as the reason for choosing this topic,and selects H primary school language teachers and students as the research subjects.Through classroom observation,questionnaire surveys and teacher interviews,we understand the current situation of primary school language teachers’ classroom teaching evaluation language and analyse the problems,analyse the causes and propose relevant improvement measures.The subjects of this study are the teachers and students of Harbin H Primary School.Through classroom observation,questionnaire surveys and teacher interviews,we understand the current situation of primary school language teachers’ classroom teaching evaluation language,analyse the problems and causes of primary school language classroom teaching evaluation language,and propose relevant countermeasures.The study is divided into four parts.The first part is the introduction.It includes the reason for choosing the topic,the significance of the study,a review of the current situation of domestic and international research,theoretical foundations,research ideas and methods.The second part is an overview of primary school language teachers’ classroom teaching evaluation language.It provides an overview of primary school language teachers’ classroom teaching evaluation language from four aspects: related concepts,types,characteristics and roles.The third part is an investigation and analysis of the use of classroom teaching evaluation language by primary language teachers through classroom observation,teacher interviews,and teacher and student questionnaires.The fourth part is an analysis of the problems and reasons for the classroom teaching evaluation language of primary school language teachers.The research shows that the following problems exist: teachers’ knowledge of evaluation language has certain bias,the type of evaluation language is used in a single way,the content of evaluation language tends to be one-sided,and the evaluation language is not used effectively.The main reasons for these problems are: teachers’ misconceptions about classroom teaching evaluation,teachers’ lack of theoretical knowledge and ability,teachers’ inability to grasp the objectives of evaluation,and teachers’ unreasonable use of classroom teaching evaluation in practice.The fifth part is the solution to the problem of classroom teaching evaluation language for primary school language teachers.The main two aspects are to analyse and propose countermeasures from schools and teachers.