A Study On Teachers’ Feedback Behavior Of Teaching Speech In Chinese Classroom Of Lower Grade In Primary School

The process of classroom teaching is the process of speech flow,and teachers’ teaching speech feedback is a main form of classroom discourse.This study focuses on the teaching speech feedback behavior of special-grade primary school Chinese teachers.According to relevant literature and theories,it constructs the analysis framework and coding of teaching speech feedback behavior of primary school Chinese teachers in lower grades,and forms a three-person coding group.After trial testing,discussion and revision,it finally determines the analysis framework and coding of "two dimensions and four factors" :The first dimension is "the manifestation of teachers’ teaching speech feedback behavior",including "feedback opportunity" and "feedback mode";The second dimension is "influencing factors of teachers’ teaching speech feedback",including "task content" and "student performance".According to the dimensions and coding of the constructed analysis framework,20 teaching videos of five special-grade teachers are coded,counted and analyzed by using qualitative analysis software MAXQDA2022 and quantitative analysis software SPSS26.0,and the characteristics and influencing factors of special-grade teachers’ teaching verbal feedback b ehavior are explored,and the advantages and enlightenment of special-grade teachers’ teaching verbal feedback behavior are obtained.The main findings of the study are as follows: In terms of feedback methods,special-grade teachers give priority to pushing feedback,followed by evaluative feedback,retelling feedback,suggestive feedback and no feedback.In pushing feedback,the characteristics of exploratory and constructive thinking are reflected;In the evaluative feedback,it reflects the characteristics of pertinence and support;In retelling feedback,it embodies the characteristics of combination and being close to students’ views;In the suggestive feedback,it embodies the characteristics of tactfulness,delay and professionalism.On the feedback opportunity,the special-grade teachers give priority to immediate feedback and accurately grasp the teaching process;In terms of delayed feedback,it reflects the characteristics of Chinese learning psychology of junior children;In the Chinese classroom teaching of junior primary schools,the feedback behavior of specialgrade teachers’ teaching speech is different in different tasks and students’ performance.First,special-grade teachers will give students different verbal feedback according to different tasks,taking into account the development of abstract logical thinking and image thinking of lower-grade children;Second,special-grade teachers will give students different and targeted verbal feedback according to their performance,taking into account their individual differences.Finally,this study summarizes the advantages of special-grade teachers’ verbal feedback behavior in education,teaching,evaluation and strategy: Education:the integration of emotion and knowledge in verbal feedback;Teaching level:the creation and regulation of classroom dialogue space;Evaluation level: the transformation of teachers’ evaluation right in verbal feedback;Strategic level: the appropriate choice of verbal feedback.The enlightenment of primary school Chinese teachers’ verbal feedback in lower-grade classroom teaching is as follows: Follow the age characteristics and pay attention to the essence of students’ thoughts;Learn to listen,stand in the student’s position and approach the student’s point of view;Expand the classroom dialogue space and realize the transformation from multi-directional interaction to one-way interaction;Assess the situation and grasp the "degree" of verbal feedback;Give targeted verbal feedback around the task content;Strengthen teaching reflection and improve the ability of verbal feedback.