A Study On The Implementation Status And Improvement Strategies Of The Fourth Grade Chinese Classroom Evaluation Language

Classroom evaluation language is a micro language used by teachers and students in the classroom,which plays an important role in the effectiveness of classroom teaching.In the primary school stage,reasonable and effective classroom evaluation language can point out the direction for students’ learning,stimulate their own learning initiative,and then activate the classroom atmosphere,improve the effectiveness of classroom teaching,and realize the common growth and progress of teachers and students.This study has important theoretical significance for enriching teachers’ theoretical knowledge of classroom evaluation language and promoting theoretical research on educational evaluation.It plays an important practical role in improving the importance of classroom evaluation language,creating a good classroom atmosphere,creating a harmonious and loving relationship between teachers and students,and improving students’ learning enthusiasm.This study selected S Primary School in Zibo City as A case study,adopted classroom observation method,questionnaire method and interview method.Three Chinese teachers,a novice teacher A,an experienced teacher B and a backbone teacher C in grade four,were selected as the main research objects.They randomly audited 30 Chinese lessons,including reading class,Chinese garden class,exercise lecture and evaluation class and writing class.Then a questionnaire survey and recovery were conducted for 210 students in grade four,and some students and some teachers were interviewed and recorded.Through a large number of observation recordings,questionnaire collection,interview analysis,etc.,the current situation of the use of classroom evaluation language in S primary school was understood.According to the research,although teachers in S Primary School can realize the importance of classroom evaluation language,there are still a large number of problems in the use,mainly in the following aspects: For teachers themselves,there is a lack of systematic learning and timely reflection on classroom evaluation language,and in practical application,there are serious imbalance in the proportion of users,large differences in evaluation objects,too single evaluation form,inaccurate evaluation timing,too vague evaluation content,evaluation language lack of Chinese discipline,and unfair application of classroom evaluation language.The application of classroom evaluation language also has the problem of single tendency and lack of system.After further understanding,this thesis analyzes the reasons behind the current situation from the five aspects of teachers’ lack of correct evaluation concept,teachers’ lack of reasonable evaluation skills,teachers’ lack of classroom evaluation ability,teachers’ neglect of collective education and students’ immature physical and mental development.Finally,combining with the actual situation,it puts forward specific strategies to improve the evaluation language in primary school Chinese classroom.That is to enrich the theoretical knowledge and update the evaluation concept;Master evaluation skills to enhance the charm of the subject;Improve teachers’ literacy and evaluation ability;Accumulate educational experience,optimize the evaluation effect;Reasonably guide pupils to use classroom evaluation language;The school improves the supervision and management of classroom evaluation language.