The Study Of Effectiveness Of Chinese Classroom Teacher Evaluation In High School

High school Chinese language classroom teacher evaluation is an integral part of Chinese teaching activities,is to cultivate students' Chinese accomplishment and promote students to actively participate in the classroom teaching effectively.In the course of Chinese teaching,teachers' evaluation language is formed by the interaction between teachers and students,which is enlightening,diagnostic and motivational.But,in the present high school language classroom,most researchers pay attention to the teaching design and its implementation process,and the most common in the daily teaching,has a direct effect on student learning effectiveness of teacher evaluation is not enough.To this end,the author decides to study the topic of language teaching in high school.This research from two aspects of theory and practice,comprehensive analysis of the high school language teacher in the classroom use of the present situation of the evaluation of language,to find out the use of inefficient performance,analyze the cause of language teachers evaluation inefficient,and to put forward to improve the efficiency of the high school language classroom teachers evaluation language some advice.In this study,first of all,through the literature method,a lot of reading relevant books and journal articles,study new lesson mark,through the analysis and induction,first theoretically understand the research status of high school Chinese language classroom teachers evaluation,so as to guide the ontology research.Second,in order to further understand the high school language teacher in the classroom the effective use of evaluation language reality condition,the author distribute the questionnaire to collect related data and information between teachers and students,through the analysis of the related data,analysis of the current high school Chinese language classroom teachers evaluation of inefficient phenomenon,to explore the cause of inefficient teacher evaluation language and put forward effective solution strategy.At the same time,in order to further explore the causes of problems,the author combines case analysis and interview method to further understand the problems related to this research.This study from five aspects to analyze the high school language classroom teacher evaluation,the first part is the introduction part,from the domestic and foreign research situation,research purpose,research significance and research method of understanding high school language classroom teachers' language evaluation of the present research status;The second part is the theoretical foundation of the language classroom teachers evaluation and relevant concepts,including the whole life to guide education,rosenthal effect,and the theory of self-efficacy of pedagogy theory;The third part is an overview of the language classroom teachers' evaluation in high school,which is based on the classification,function and basis of the evaluation of Chinese classroom teachers in high school.The fourth part is the high school language classroom teachers evaluation language effective use present situation investigation and analysis,mainly on the current high school Chinese teachers in the classroom evaluation language use present situation investigation and analysis,finally come to the conclusion;The fifth part in view of the high school language teacher evaluation by inefficient the phenomenon of language classroom teaching,combining students' demands,puts forward some Suggestions for the improvement of efficiency of high school Chinese language teachers classroom assessment.