Under The New Curriculum Reform Middle School Language Classroom Teaching Evaluation Research

Classroom teaching evaluation is a process to make a judgment on the value of the behavior of teachers and students in the "teaching" and "learning" activities as well as performance and teaching results. The traditional concept of education focus only on the function of the screening and selection of classroom teaching evaluation and label the students and teachers by means of classroom teaching evaluation method. However, with the reform and development of education, classroom teaching evaluation is becoming a hot topic in the field of education. People begin to concern the relationship between classroom teaching evaluation and human development needs, particularly; breakthrough progress has been made in the Chinese subjects. Evaluation of teaching is an important part of Chinese teaching; for it can not only promote the professional development of teachers and the high-efficiency of Chinese teaching, but also plays an important role in realizing the reform of the Chinese teaching. After the implementation of the new curriculum, Chinese teachers need to reassess the purpose and functions of Chinese teaching evaluation and to study the new Chinese teaching evaluation system under the guidance of the new ideas. Besides the features of the general subject, Chinese subject owns its multidimensional characteristics. Its content is complicated, teaching style diversified, and it concerns both the students’ academic achievement and human’s emotion. It unified the function of being both tools and humanity. Through document research, classroom observations, teaching case analysis, information gathering and interviewing the frontline teachers by combining the theory and case together, we started to research on the evaluation of language teaching.Comparison of the Chinese classroom teaching evaluation in the tradition and under new curriculum comes to some new classroom teaching evaluation concepts on the new curriculum:in terms of the evaluation purpose, it dilutes the evaluation of the selection and screening function while emphasize the development of evaluation in; for the evaluation object, it has a equal position between teaching evaluation and learning evaluation in; for the evaluation subject, it allows teachers, students and student’s parents to exert multi-evaluation function; for the evaluation methods, it allows to use diversified evaluation methods-test methods, observation methods, scaling methods, questionnaire methods, portfolio assessments, grid methods and lastly it uses various assessment standards in the assessment standard. Meanwhile, through the analysis of the current phenomenon of Chinese teaching observation and the classroom teaching evaluation, some of the problems and confusion of language teaching evaluation since the implementation of the new curriculum are summarized, such as the confusion of "literary" and "humanistic" in the evaluation process; the confusion of the" open "and" closed ", the confusion of diversity "and" demonstration", the confusion of the "development" and "elimination" of the teachers function, these will lead the classroom atmosphere to the" vulgarization " and the teacher-student relationship to the "pseudo-democratization". However, these problems and puzzles reduce the Chinese classroom teaching efficiency, failure to give a full play to the role of evaluation of classroom teaching and hinder the development and improvement of Chinese teaching evaluation system.To these problems and confusion, I, respectively, appraise the basic standard and innovative high-standard of a high-quality language lesson under the guidance of multiple intelligence theory evaluation, Constructivism theory evaluation and Postmodernism theory evaluation to pursuit the diversify of the Chinese classroom teaching evaluation, hoping to promote the change of the new concept of the language classroom teaching evaluation and propel the development of the new curriculum reform.