Research On The Current Situation And Countermeasures Of Classroom Evaluation Comments For Elementary Chinese Teachers

With the development of basic education curriculum reform,the effectiveness of classroom teaching has become the focus of education researchers and educators.Among them,the evaluation status of primary school Chinese classroom teaching has been widely concerned.Widely discussed have been the evaluation mechanism and tools of primary school Chinese classroom teaching.Research into the classroom assessment language of primary school Chinese teachers has been conducted empirically,which has not only been beneficial in refining the notion of teaching evaluation,but also in enhancing its quality and influence.Reform of the effectiveness of primary school Chinese classroom teaching can be furthered by promoting the healthy development of students.Invaluable for the teaching process is the language of classroom evaluation.Rational application of classroom evaluation language by teachers can not only comprehend the learning circumstances of students,but also foster their interest and accomplishment.The evaluation language of primary school Chinese teachers is of great importance in the teaching of students,aiding in their growth and education.At present,Chinese primary school educators have encountered difficulties in utilizing the evaluation language of the classroom,such as single,repeated,template,etc.,which could potentially impede students’ progress.Enthusiasm and faith in educators are cultivated through learning.This paper seeks to analyze the present circumstances and countermeasures of classroom assessment of primary school Chinese teachers,thus furnishing useful guidance for such educators.By employing both classroom observation and interview,this article seeks to gain insight into the primary school Chinese teachers’ assessment of the language status quo and identify any existing issues.Propose the feasible countermeasures that correspond.Mastering the concept,characteristics,types,and functions of primary school Chinese teachers’ classroom evaluation language can be achieved through reading relevant literature first.Formulating a theoretical comprehension of the Chinese language used by primary school teachers in their classroom assessment.Formulating the classroom observation table and interview outline is done by combining the theoretical comprehension of classroom evaluation language,Chinese curriculum standards,and pertinent literature.As a sample,the primary school of M school is utilized to observe and investigate the actual classroom evaluation language of its Chinese teachers.Analysis of classroom observation and interview results revealed the issues,which were then further scrutinized.This paper proposes countermeasures to enhance the classroom evaluation language of primary school Chinese teachers,based on both the literature research and the research results.It is our desire to offer some ideas and assistance with the utilization of classroom assessment language by primary school Chinese educators.