教師批評是評鑑的方式之一，教師透過評鑑可以提供學生必要的回饋。由於教師在學生的心目中屬於「重要的他人」，教師批評對學生具有重要的意義。然而，因為教師批評學生的方式有所不同，教師批評可能助長或妨礙學童的發展。遺憾的是，對於我國學校教師批評的現況，我們並沒有太多的認識。 為求彌補此一認知缺憾，本研究目的在於探討國小教師批評的現況與改進。透過參與觀察、焦點團體座談、學校訪視與唔談等方法，本研究從一百多位國小教師的教學與瞎談討論過程中蒐集質的資料。此外，本研究又以問卷調查的方式，從兩千多位國小學童的填答內容取得量的資料。隨後，再就所蒐集的相關資料進行分析與歸納。 本研究的主要發現如下： 一、國小教師批評學生的主要情境在於「非課業層面」。換言之，國小教師較容易從生活常規、秩序、整潔、禮儀等方面，對學生進行批評。 二、國小教師對學生行為的批評，主要在於「非課業層面、不可取的行為」類型，其次是「課業層面、可取的行為」，「課業層面、不可取的行為」，最後才是「非課業層面、可取的行為」等類型。 三、國小教師每天對學生批評的次數約的40~60次。若以每學年上課200天來推估，國小學生於六年的就學期間，接受教師批評的次數高達48,000~72,000次。 四、國小教師對學生的負向批評遠多於正向批評。這似乎顯示出，國小教師批評的品質仍大有改善的空間。 五、教師批評對象，學生知覺以「全班」為最多；但教師知覺則以「個別學生」為最多。教師與學生的知覺，在此有所不同。 六、國小教師並非只在「上課時間」才會批評學生。事實上，教師對學生的批評在上學的每一天，隨時都能發生。生倫時間、作業指導時間、早自習、以及放學整隊時，都是教師批評學生的尖峰時段。 最後，本研究根據上述發現進行討論，並就教師批評品質的改進提供參考建議。

Teacher criticism is a form of evaluation through which teachers provide their students with necessary feedback. Since teachers serve as "significant others" to their students, teacher criticism carries much weight in children's mind. Depending on the ways that teachers give criticism to their students, however, teacher criticism may help or hinder children's development. Regrettably, there appears to be little knowledge regarding the realities of teacher criticism in our schools. To remedy the situation, the study is intended to fill the knowledge gap by examining the realities of teacher criticism in elementary schools. Qualitative data were collected from more than one hundred teachers by employing methods such as participant observation, focus-group discussion, site visit and interview. Quantitative data were collected from more than two thousand children by questionnaire survey. The collected data were then analyzed and summarized. The major findings were as follows: Elementary school teachers tend to criticize their students more in the context of non-academic domain than those of academic domain. In other words, teachers are more likely to criticize their students in the areas such as daily disciplines, classroom orders, routine cleanings, and basic manners. Elementary school teachers tend to criticize their students more on the type of "non-academic, undesirable behavior" than the other types of students' behavior such as "the academic, desirable behavior", "the academic, undesirable behavior", and "the non-academic, desirable behavior". It is estimated that elementary school teachers in average criticize their students 40 ~ 60 times a day. Assuming that there are two hundred school days in an academic year, elementary students may encounter approximately 48,000 ~ 72,000 times of criticism from their teachers in six elementary schooling years. Elementary school teachers tend to criticize their students negatively rather than positively. It appears that the quality of teacher criticism still leaves much room for improvement. Elementary school teachers and students differ in their responses to the question "Whom did the teachers criticize. more often?". Elementary students tend to perceive "the whole class" as the answer, while the teachers tend to perceive "individual students" as their target of criticism. "In class period" does not seem to be the only time that elementary school teachers would criticize their students. In fact, teacher criticism toward students may occur anytime during the school day. Moral teaching periods, seat work periods, morning study periods, and forming home-bound teams after school day appear to be the high time for teachers to criticize their students. Based on such findings, the implications of the study were discussed and the recommendations for advancing the quality of teacher criticism were also proposed.