Research On The Teachers’ Evaluating Behavior In Chinese Language Class Of Middle School

Among teachers’behaviors in Chinese language class, the evaluating behavior is a small but an important one. Through combining the theory and analyzing the video of class, this paper had formed a comprehensive understanding and strategies to teachers’evaluating behavior, and hope it will be helpful for the improve of Chinese language class teaching of middle school.This article first combined the theory of Chinese teachers’evaluating behavior in middle school from the concept, types, function, principle and the factors.Then according to the existing conditions, the author has done some research on the video of Chinese language class:one is a descriptive study for a typical class, another is the qualitative comparison of male and female teachers for their different evaluating styles, and the third one is the horizontal comparison among three teachers teaching the same text.Finally the author has put forward to some strategies to optimize Chinese teachers’evaluating behavior in middle school:(1) The teachers should pay multi-viewed attention according to students’multi-targets of development. Through efforts to tap the students’flash points, the evaluating behavior could strengthen students’learning experience, make students learn to study, and develop speech and expression ability;(2)According to the students’answer content and the state——" hit the point"," biased or error" or" thinking blocked",the author then make suggestion differently. In simple terms, when students answer to the point, teachers should not just evaluate with" good"," good" such simple words; when students answer biased or it is a mistake, don’t deny, you should encourage students to perfect it through investigation; when students answer silenced or prevaricate, teachers should skillfully resolve the embarrassment, open the student emotion obstacle.