The Effectiveness Of Teacher Evaluation Language In Classroom Teaching

The teachers'language is the bridge between teachers and students of teaching and learning is a means of teachers' teaching duties, is also the source of the acquisition about learning to learn and learning life. Teachers' language occupies the important position in the teaching, and teachers'classroom evaluation language belongs to the teachers' teaching language, so it is also important in the teaching. But in the real teaching situation, too much attention has not been given to the teachers' classroom evaluation language, and the evaluation of teachers in classroom teaching language has a strong randomness. So, a lot of advantages have been weakened, such as guide the students to think, stimulate students' interest in learning, adjust the atmosphere of the classroom and improve the teaching effect. So, on this basis, in this paper, the effectiveness of the teachers' evaluation language in classroom teaching was studied.In this paper, discover problems, analyze and solve problems is the research idea. There are five parts. The first part is the review analysis about the status quo and trend at home and abroad on this subject. In the second part, teachers' classroom evaluation language and its effectiveness were summarized and analyzed, including the connotation and characteristics of teachers' classroom evaluation language, and the importance and characteristics of effective teachers' classroom evaluation language. In the third part, on the basis of collecting the first-hand class teaching activity data, I investigate the present conditions of the teachers' classroom evaluation language from the five dimensions-evaluation objects, evaluation method, evaluation of the situation, the emphasis of the evaluation and evaluation nature. I found that teacher's classroom evaluation language mainly based on one student as evaluation objects, body language appears with the oral language evaluation, the classroom interaction as evaluation scenario, the knowledge and skills transfer as evaluation emphases, and most of them are positive evaluation language. In the fourth part, I analyze the problems and the cause of the teachers' classroom evaluation language, on the basis of integrating the present situation, classroom activity information and the result of the teachers' questionnaire survey. The problems mainly include the missing integrity, ethical, instructive, developmental and diversity. The cause analyses include five parts-teachers' understanding of evaluation language, the teacher's evaluation ability, the teacher's teaching moral accomplishment, the teacher's language accomplishment, and the school training and the teachers' group atmosphere. In the fifth part, to improve the effectiveness of teachers'classroom evaluation language, I put forward some strategies and suggestions as far as possible form six aspects-theoretical study, teaching reconsidering, interaction between teachers and students, teacher's teaching quality, teaching practice and the school training, on the basis of the previous chapters, especially based on the analysis of the cause.