Chinese Language Teachers In Classroom Assessment Study

Classroom evaluative language is an important part of teachers’ teaching language and the dialogue between teachers and students. In Chinese class, the teacher’s evaluative language has a large influence on students. However, the teachers pay more attention to teaching design and its implementation, to the evaluative language seems to be not enough. So the author decided to do an in-depth study on the evaluative language in Chinese class. This study used in the classroom observation, interviews, questionnaires and other research methods, understood the current situation of evaluative language in Chinese class, found the problems appear in it, analyzed the causes of problems, and put forward some feasible suggestions.In this study, first of all, the author collected students’perception of the evaluative language in Chinese class through the questionnaire survey method, and finished the classification through qualitative data analysis method, got the students’perception of the evaluative language in Chinese class. Namely, the students desperate for teacher s’evaluation, they are willing to accept evaluative language with recommendation. The second, in order to understand the reality conditions of the evaluative language in Chinese class, the author selected30normal classes on the basis of60Chinese classes from six Chinese teachers. The author observed the current situation of evaluative language in Chinese class, won the64round of the dialogue between teachers and students. The author found that there are some features in the evaluative language in Chinese class after analyzing the cases of64rounds of dialogue between teachers and students. Namely, the recessive evaluation is in excess of the dominant evaluation, assessment of instructive language usage is higher, see more actively correction, encouragement and praise, evaluative language affect more on the student ability. Observation found that the evaluative language in Chinese class also has some problems, such as less of quantity evaluative language, exist some invalid evaluative language, ignore the evaluative language affect on emotional attitude, lack of differences. At last, in order to obtain the possible causes of problems, the author carried on an interview with the Chinese teacher. According to the interview content, the lack of attention on the evaluative language in Chinese class, avoid the student mood swings, Chinese teachers’ language habits are the main causes of the problem.According to the problems appeared in the evaluative language in Chinese class and students’ demands, the author put forward some feasible suggestions to improve the evaluative language in Chinese class in the last part of this paper. On the one hand, the teachers should deepen understand the evaluative language in classroom. The teachers should understand the impact of evaluative language in classroom and try to grasp the function of different evaluative language and principle of selection. On the other hand, strengthen the relevant professional training, improve teachers’ professional quality. Among the teachers’ in-service training, we should strengthen teachers’ spoken language, schools and related departments should formulate relevant index scale, strengthen the supervision of teachers’ teaching language used in the evaluation and assessment, Focus on study and application of evaluative language in classroom. In addition, the training of the classroom evaluative language can also be included in the category of teachers’ specialization, become an important part of teachers’ professional ability.