A Practical Analysis of the Impact of Teacher Feedback on Primary School Students' Learning Behavior

Abstract

Primary school is a critical period for the development of students' learning behaviors. Teacher feedback, as an integral component of classroom teaching interactions, plays a crucial role in shaping primary school students' learning attitudes, learning strategies, and learning habits. Current basic education reform emphasizes a "student-centered" approach, but in practice, some teachers' use of feedback lacks scientific rationality, resulting in ineffective guidance of students' learning behaviors. This paper, drawing on the fundamentals of teacher feedback and drawing on the practical context of primary school education, analyzes the specific impacts of different types of teacher feedback on primary school students' learning behaviors and explores practical approaches to the scientific application of teacher feedback. The study found that positive and targeted teacher feedback can effectively stimulate primary school students' learning motivation, help them standardize their learning behaviors, and optimize their learning methods; whereas, vague and negative feedback can weaken students' learning initiative and even perpetuate unhealthy learning behaviors. By analyzing the mechanisms and practical strategies of teacher feedback, this paper aims to provide theoretical references and practical guidance for primary school teachers to improve the quality of feedback and promote the optimization of students' learning behaviors, thereby contributing to further improvements in the quality of primary school education and teaching.