Research On Informal Evaluation In Chinese Classroom Teaching In Junior Middle School

Teachers’ evaluation of students is a common phenomenon in junior high school classroom teaching. Informal evaluation is an important way for teachers to evaluate students. Compared to the formal evaluation methods, such as the medium term test and the final test, the informal evaluation is less concerned by the people because of the characteristics of the informal evaluation method. The new Chinese curriculum standard is becoming more and more emphasis on getting the students to acquire the basic Chinese accomplishment. While the cultivation and formation of Chinese accomplishment is not achieved overnight, it is a process of accumulation, the process is more reflected in the classroom teaching behavior of teachers in the informal evaluation of students. Teachers on the level of the use of informal evaluation is directly related to the level of teaching and the effect of classroom teaching, and the development of students’ language ability have a profound impact"junior high school language teachers in classroom teaching of informal assessment acts" as the research object, using literature method, observation method, interview method and questionnaire of junior high school Chinese classroom teaching in the informal assessment acts conducted a survey of the status quo, summed up the good aspects of the use of informal assessment in junior high school Chinese classroom teaching and problems existed in the use of, and the reasons of the problem are analyzed, and the informal evaluation in junior high school classroom teaching improvement strategies.This research consists of several parts.The first part is the introduction part. This part discusses the origin of the study of this study, elaborated the current for informal assessment and the language discipline informal evaluation theory research, understand the current junior high school Chinese classroom teaching informal assessment of the relevant circumstances, and describes the purpose and significance of research, research methods and object and completed the definition of related concepts.The second part is the theoretical analysis, this part starts from the theory of multiple intelligence, humanism teaching theory and postmodernism theory, constructivism theory, expectation effect theory and had Marley Weng suggested that the six major theoretical teaching theory, the theoretical basis of informal evaluation are analyzed, then from the three dimensions of characteristics of Chinese new the curriculum standard, the language discipline characteristic and junior high school students’psychological development necessity of informal assessment in junior high school classroom teaching are expounded, and from the objective of comprehensive, object, content of all contact, style diversity, standard difference, evaluation of instant, emotional investment of this seven dimensions established the basic requirements of informal assessment.The third part is the practical investigation part. Based on the lectures and interviews, questionnaire distribution and recovery of the basic situation of the basic situation and questionnaire survey were analyzed. On the basis of comprehensive analysis summed up teachers in the classroom teaching of the informal evaluation good use of teachers of informal assessment have better understanding, teachers informal evaluation purpose clear, pay attention to the choice of evaluation objects, attention to the evaluation content and discipline of the link, pay attention to encourage evaluation methods used, pay attention to the differences in evaluation criteria, with timely feedback of informal assessment of knowledge. But at the same time, the teacher in the classroom teaching the use of informal assessment also exist some problems:lack of fairness of the objective to evaluate paid too much attention to the student ability, evaluation object, evaluation of language is not specific, a single evaluation way, evaluation difference point ability, evaluation and timely feedback ability is not strong, emotional evaluation of the investment is low. And from the teachers, schools and social aspects of the reasons for the problems are analyzed. Basic requirements for evaluationThe fourth part is the part of the improvement strategy. According to the analysis of the problems found in the survey and the reasons for the existence of, the establishing informal assessment right view, overcome the subjective prejudice and stereotypes, pay attention to the reflection of the informal assessment activities, change the phenomenon of large amount, improve teachers’ informal assessment knowledge and ability, shock teachers self promotion of enthusiasm, change the traditional Chinese teaching evaluation standard, improve the social importance of informal assessment and other suggestions for the improvement of informal evaluation in classroom teaching. Some problems:lack of fairness of the objective to evaluate paid too much attention to the student ability, evaluation object, evaluation of language is not specific, a single evaluation way, evaluation difference point ability, evaluation feedback ability is not strong, emotional evaluation of the investment is low. And from the teachers, schools and social aspects of the reasons for the problems are analyzed. Basic requirements for evaluation.The last part is the conclusion part. Mainly for doing the research summary and reflection, specified in this study, there are still problems, such as the choice of sample is too small, some problems of the study is not particularly deep, the feasibility of the proposed strategy operation need further examination, but also the need for further research.