Study On The Classroom Evaluation Behavior Of Primary School Teachers That Promote Learning

Classroom evaluation refers to teachers’ timely feedback and response to various performances of students in the classroom.Classroom evaluation in Primary school is beneficial to students’ learning and has a huge role in mobilizing students’ learning enthusiasm.However,the current research on classroom evaluation is not comprehensive enough.In the field of education,there is still not enough attention paid to classroom evaluation,even there are certain problems in classroom evaluation behavior,which does not play a role in promoting students’ learning.Therefore,on the basis of analyzing and researching the relevant theoretical achievements of classroom evaluation,according to thet characteristics of classroom evaluation behavior,the author entered the primary school classroom and selected teachers and students from two primary schools in Xi’an Economic Development Zone as the research objects.With the method of interviews and questionnaire survey,the author has a true understanding of the current situation of classroom evaluation behavior in primary school and found that there are vital problems in promoting students’ learning.On these bases,some suggestions for improvement in the paper are as follow:The first part is the introduction.It mainly introduces the background and significance of this study,the research status and progress at home and abroad,research ideas and methods,and the definition and theoretical basis of classroom evaluation behavior in primary school.Through the literature review,the author finds that the current domestic and foreign research focuses on a certain aspect to discuss classroom evaluation behavior.The research is not comprehensive and systematic,and there are still some problems that need to be further explored.Most of the research is based on theoretical research without empirical research.There are many studies on classroom evaluation,but there is no mention of how to promote students’ learning.All in all,the research on the issue of classroom assessment that promotes student learning needs to be further in-depth and more comprehensive.The author go deep into the classroom,understand the students,discover the problem fundamentally,and put forward scientific and reasonable countermeasures in order to promote the classroom evaluation behavior of primary school effectively.The second part is the analysis of the status of classroom evaluation behavior in primary school.It mainly includes five aspects.First of all,on the basis of promoting students’ learning,the author select teachers and students of two representative schools in Xi’an Economic Development Zone as research objects,design observation scales,questionnaires and interview outlines.Through the school recording and broadcasting system,the author observes the conduction of teachers from various subjects.Secondly,through a questionnaire survey on teachers and students in two representative schools,we further understood the primary school teachers’ implementation of classroom evaluation and what problems exist in the process.In addition,the author deeply interviews a number of representative teachers about their confusion in the classroom observation through questionnaire survey and gets to know their understanding of classroom evaluation as well as their deep feelings and personal thoughts in the implementation process.The third part is the existing problems of classroom evaluation behavior of primary school teachers from the perspective of promoting learning.It is mainly elaborated from seven aspects: the evaluation objects are not comprehensive;the evaluation standards are not balanced;the evaluation methods are not diverse;the evaluation effect is not obvious;the evaluation feedback is not timely;the evaluation attitude is unfair;the evaluation mechanism is not scientific.In the fourth part,the author proposes some suggestions to improve the classroom evaluation behavior of primary school teachers in view of the above problems.They are as follow: formulating scientific classroom evaluation standards;establishing interactive classroom evaluation mechanism;guiding primary school teachers to master scientific evaluation skills.The last part is conclusion;it sums up and points out some suggestions for further research,so that teachers’ classroom evaluation behavior can play an effective role in promoting students’ learning.