On the evaluation language of Chinese classroom teaching in primary schools

Through the analysis of the evaluation language of Chinese classroom teaching in primary schools in the New Chinese Curriculum Standard, it is pointed out that teachers should give priority to encouraging and praising students' daily Chinese learning performance, adopt encouraging comments and give them positive guidance, so as to effectively promote students' development. It can be seen that teachers' evaluation language will directly affect students' learning enthusiasm. Teachers' accurate evaluation of students' classroom has strong attraction, affinity and appeal, which will inspire students' confidence and initiative to participate in learning activities and effectively achieve teaching objectives. Classroom evaluation language mainly refers to the language evaluation made by teachers on students' various performances in the classroom, such as answering questions. Appropriate classroom evaluation language will protect students' self-esteem, care for students' thirst for knowledge and stimulate every student's desire for creation. Therefore, we should use classroom evaluation language that can arouse students' enthusiasm to the maximum extent in order to obtain the best classroom effect. So, how should teachers use classroom evaluation language correctly?

First, encouraging evaluation-natural and sincere.

For example, when Sun Jianfeng, a special teacher, taught The Biggest Ear of Wheat, he instructed reading aloud like this:

Teacher: The teacher wants to hear your wonderful reading voice. Do you want to show it?

Teacher: You read correctly and fluently, but you can do better! If you are Socrates, how should you read Socrates' words if you want the students to hear and remember him clearly? (Students read it again, clearly and naturally emphasizing "Maximum" and "No entry, no retreat". )

Teacher: I'm really happy for you, because you read better every time!

In this clip, Mr. Sun encouraged students according to the characteristics of reading aloud, affirming the success of students' reading aloud, but not 100% praise, but encouragement in praise and sincerity in smile.

Second, the guiding evaluation-accurate and appropriate

For example, a teacher taught the lesson "Fox and Crow":

Teacher: What do you want to say to the fox and crow in the story?

Health: Fox, you are too cunning.

Health: Fox, you are so smart that you will try to get something for nothing.

Teacher: Your idea is really different, but think about it. What is the purpose of the fox's cleverness? Do you like being so smart?

While affirming that students dare to express their opinions, guide students to realize that fox's cleverness is unscrupulous. "Do you like such cleverness?" It is logical to introduce students' unique experiences into correct values. The role of classroom evaluation is not only to motivate, but also to point out the direction. A targeted evaluation of students is the evaluation that really pays attention to students' development. Third, enlightening evaluation-wise and clever.

When teaching Huai Su to write, students are not familiar with "calligraphers";

Health: Calligraphers are people who can write.

Teacher: Children can write. Can you be called a calligrapher?

The teacher's inspiration promoted the students' thinking. )

Student: No, calligraphers are people who write well.

Teacher: Your understanding is deeper.

His answer activated another student's thinking. )

In this process, the teacher's question "Can you be called a calligrapher?" It has played a role in fueling the students' thinking and made them think deeply and accurately about the word "calligrapher" in the teacher's question.

Fourthly, generative evaluation-vivid and unique.

When a teacher was teaching Underwater World, he asked his students to read an article about underwater animals whispering. A student read aloud, and the voice was very straight and loud, so the teacher smiled and put it in the student's ear and said, "If you read like this, the animals will be scared away by you." Dynamically generated evaluation is the most effective and can best reflect the wisdom of teachers. Combining error correction with relaxation and pleasure can often get unexpected results.

V. Delayed evaluation-listening and waiting

A teacher teaches beautiful red-crowned cranes;

Teacher: What is the beauty of the red-crowned crane?

Health: Red-crowned cranes are beautiful, with white feathers, beautiful songs and flying freely.

Teacher: This is your red-crowned crane. Let's listen to the opinions of other students.

Health: The red-crowned crane's feathers are white, but its neck and wings are black, as if …

The first student's answer is correct, but in order to give students a broader space for thinking, the teacher did not directly give a positive evaluation, but reasonably delayed the evaluation. Under the hint of the teacher, the students quickly found the words of the beauty of the red-crowned crane in the book, enriched the text through their own imagination, and realized the beauty of the red-crowned crane from different angles.

Because there are too many uncertainties in classroom teaching, it is difficult to preset classroom evaluation language. In order to give full play to the role of evaluation in classroom teaching and make Chinese teaching more time-saving and efficient, teachers must improve their language cultivation, read widely, accumulate constantly, and create a harmonious development space for students with wisdom and love. ;