A Constructive and Empirical Study of Personalized Teaching Quality Evaluation for Elementary School English Teachers

Promoting students’ individualized development is an important issue in the current stage of curriculum reform, and at the same time, promoting students’ individualized development also puts forward new requirements for teachers’ professionalism. This paper focuses on teachers’ personalized teaching level, takes elementary school English teachers as the research object, and adopts a combination of questionnaire survey and interview to understand the language evaluation literacy level of elementary school English teachers as well as the impact of personalized teaching literacy on the evaluation of teaching quality. Guided by the constructivist learning theory, the multiple intelligence theory and the personalized teaching theory, we analyzed the connotation of teachers’ teaching evaluation literacy, and designed the ten dimensions of foreign language teachers’ language evaluation literacy. The Language Evaluation Literacy Scale was utilized to determine the overall level of language evaluation literacy of elementary school English teachers. Explore the language evaluation literacy of teachers of different genders and different age stages. Using regression methods to analyze the influence of teachers’ basic information on the evaluation of personalized teaching quality. The overall language evaluation literacy of elementary school English teachers is at a medium level. Teachers’ basic information has a significant effect on the evaluation of personalized teaching quality (sig = 0.005 < 0.05), in which the training related to personalized teaching and teaching age have a significant negative effect on the evaluation of classroom teaching quality link.