Study On Comprehensive Evaluation System Of Chinese Teachers’ Language Of Classroom Teaching Evaluation In Secondary School

With the rising of language courses status, the teachingefficiency have also been aroused more attention. The Chineseteachers’ language of classroom terching evalution in secondaryschool is not only the most active factor which is affecting theefficiency of Chinese teaching in secondary school, but also animportant medium for the information tranfser of Chinese teachingin secondary school, which promote student learning and allowstudents to learn how to learn has a special value. So it has apositive meaning to improve the efficiency of Chinese teaching insecondary school that how to evalutate the Chinese teachers’language of classroom terching evalution in secondary schoolsystematically and scientifically. With "comprehensive evaluationsystem" for the introduction, draw lessons from existing researchresults, we conducted a more comprehensive and in-depth researchon the Chinese teachers’ language of classroom terching evalutionin secondary school. The main content of the research and theconclusion is:1. The definition of the Chinese teachers’ language ofclassroom terching evalution in secondary school. Through analysisand summary the literature of teaching language, language of classroom teaching evaluation and so on, we make the definition ofthe core concepts. The Chinese teachers’ language of classroomterching evalution in secondary school is a language behavior withvalue judgments, which in order to promote students’ learning asthe goal, for a variety of student learning behavior. Specifically,in addition to its value judgments and situational characteristics,but also includes learner-centered, text-based, teachers andstudents mutually beneficial as the guidance.2. To build the comprehensive evaluation system of Chineseteachers’ language of classroom teaching evaluation in secondaryschool. First of all, drawing on existing research results on thebasis of pre-selected targets, we have established an index systemfrom the language organization, the language environment and theperlocutionary effect. Then, we screen indicators, correct andvalidate indicator system through questionnaires, interviews withteachers and other methods. Finally, we set the weight of the indexsystem, using the method of expert consultation, and establish thecomprehensive evaluation system of Chinese teachers’ language ofclassroom teaching evaluation in secondary school by the threelevel index, six secondary indexes,19third class indexes andweights.3. The practice exploration of the comprehensive evaluationsystem of Chinese teachers’ language of classroom teachingevaluation in secondary school. We developed a "comprehensiveevaluation scale of Chinese teachers’ language of classroomteaching evaluation in secondary school ",use it to observe andanalyze the teaching cases of an expert teacher and a non-expert teacher about " The beauty of bridges". We found that the twoteachers’ performance is good in the language environment; Thenon-expert teacher do not pay enough attention about the languageorganization; The expert teachers significantly better thannon-expert teachers in the perlocutionary effect.Last of all, according to the conclusions and discovery of thisresearch, we make three suggestions to improve the quality of theChinese teachers’ language of classroom teaching evaluation insecondary school:(1)Breakthrough at key points, focusing on theusing effect of the language of classroom teaching evaluation;(2)Overall consideration, integrating the voiced language of evaluationand the silent language of evaluation;(3)Self-evaluation, Improvingthe quality of language of classroom teaching evaluation in thereflection.