A Survey On Senior High School English Teachers' Classroom Evaluation Language

As an important part of teaching language and classroom evaluation,classroom evaluation language is a frequently used and indispensable teaching tool in English classroom.It not only undertakes the task of interaction between teachers and students in the classroom,but also the task of fact judgment and value judgment.Through the use of classroom evaluation language,teachers can lead the teaching trend,maintain the classroom discipline,guide students' learning,adjust students' behavior and attitude,thus shaping students' feelings and values.However,at present,the focus of English teaching reform in China is still on the content and methods of teaching.Teachers' evaluation of students' knowledge,ability and emotional attitude is still unbalanced,which has a significant negative effect on students' English learning.Therefore,it is very important to improve the quality of English teacher' classroom evaluation language.In order to understand the use of teachers' classroom evaluation language in high school and students' needs for classroom evaluation language,improving teachers' classroom evaluation language,this study takes 30 English teachers in Mu Danjiang No.5 senior middle school and 200 students in grade two as the survey objects,and uses classroom observation,questionnaire and interview methods to study the following two questions:(1)What are the problems existing in the use of classroom evaluation language by senior high school English teachers?(2)what causes the problems of senior high school English teachers' classroom evaluation language?It is found that there are some problems in teachers' classroom evaluation language in high school English class: in the selection of evaluation language content,teacher's classroom evaluation language is simplified,which is mainly about simple evaluation and knowledge-based evaluation language,ignoring the ability and emotional evaluation.In terms of the way of evaluation language,the teachers'classroom evaluation language lacks pertinence and ignores the difference of students.In terms of the function of teacher's classroom evaluation language,the inspiring function of teacher's evaluation language is weakened.In the classroom,teachers mostly play the function of diagnosis and encouragement.In terms of the effect of evaluation language,ineffective evaluations do exist in the classroom.The main causes for the problems are: teachers misunderstand the concept of classroom evaluation;teachers ignore the personality characteristics of students;teachers lack reflection on classroom evaluation language;teachers' language skills are insufficient;teachers' classroom evaluation language lack artistry and discipline characteristics.At last,in view of the problems found,combined with the needs of students,the author puts forward some suggestions: teachers should build a developmental evaluation concept;teachers should understand the differences between students;teachers should strengthen the enlightening function of classroom evaluation language;teachers should strengthen their language skills;schools should strengthen the research activities of classroom evaluation language;schools should advocate mutual communication between teachers.