The evaluation of Chinese classroom teaching in primary schools should be based on the teaching concept of new curriculum reform and modern classroom teaching concept, and the evaluation subject should make value judgments on various elements of Chinese classroom teaching in primary schools and their development and changes according to certain value standards by using operational and scientific means.

Subjectivity principle

Classroom evaluation respects students' subjective status and personality, and the classroom should reflect students' initiative in learning, and students are the masters of learning. Teachers' roles in classroom teaching are organizers, guides and collaborators.

Development principle

Teachers' professional growth is exercised in classroom teaching practice, and their professional vision, quality and skills are formed in classroom teaching activities. The direction of classroom teaching evaluation of the new curriculum should be along the direction of promoting teachers' professional growth.

Procedural principle

The evaluation of Chinese classroom teaching can not only look at students' final performance. The focus of evaluation is not to identify teachers' classroom teaching achievements, nor to regard classroom teaching achievements as the only condition to reward and evaluate teachers' professional level, but to diagnose teachers' teaching problems, adjust teachers' development goals and meet the needs of teachers' personal professional development.

Validity principle

The implementation of Chinese classroom teaching evaluation in primary schools can provide effective reference for evaluators to design teaching procedures, improve teaching methods and innovate teaching means. It is necessary to organically combine quantitative and qualitative evaluation with multiple evaluations of teachers themselves, students and others to make the evaluation more objective, true and effective, which is of promoting significance.