The Current Situation Investigation And Strategies Of Chinese Teacher's Classroom Evaluation Language Used On Chinese Teaching In Junior Middle Schools

In the middle school Chinese classroom teaching,the teacher's teaching language seems to be very important,because it runs through all aspects of teaching.Appropriate and appropriate classroom evaluation language can close the distance between teachers and students,mobilize the classroom learning atmosphere,and improve the subjective participation of students.Therefore,its usage rate is very high,and many front-line language teachers often focus on it.However,in the actual junior middle school Chinese classroom teaching,when the teacher uses the evaluation language,there are some problems in the evaluation object,content,use form,language expression and its effect.Therefore,it is very important to study the status quo and improvement strategies of junior high school Chinese teachers' classroom evaluation.It mainly uses literature,investigation and observation research methods to investigate the current situation of the use of classroom evaluation evaluators of four junior middle school Chinese teachers in Jinzhou and Beizhen,analyzes the causes found in the investigation and proposes corresponding improvement strategies.This paper is divided into five parts,the first part is the introduction part,which has five topics: the basis of the topic selection,the research summary at home and abroad,the research method,the research significance and the concept definition.The first part is the current situation of the use of classroom evaluation language for junior middle school Chinese teachers and the investigation of students' related issues.Investigate from the aspects of teachers' understanding,use,reflection and inquiry learning in classroom evaluation language,supplemented by teacher interviews.The second part analyzes the problems of junior high school Chinese teachers using classroom evaluation.Through the analysis of the previous questionnaire survey and interview results,combined with the observation of the classroom teaching of four novice and experienced teachers,it is found that the main evaluation objects are too centralized,the content is one-sided,the form is singular,the language expression mode and the effect function fade.And other issues.The third part analyzes the above problems from the deviation of the teacher evaluation concept,neglects the characteristics of the Chinese language subject,controls the ability of the evaluation language,and uses the language ability of the evaluation language and the ability to reflect on it.Thefourth part proposes improvement strategies from five aspects.First,consolidate the theoretical basis and change the evaluation concept;second,combine the characteristics of the subject and enrich the evaluation content;third,it is the ability to cultivate evaluation and enhance the evaluation literacy;fourth,to find the role of positioning and improve the language ability;fifth,yes Improve reflection ability and optimize usage.I hope that the results of this study can attract the attention of first-line Chinese teachers in junior high school.When using classroom evaluation language,avoid some common problems.This study is aimed at some problems of the current junior high school Chinese teachers using classroom evaluation language.The proposed improvement strategy can be a front line.Teachers and scholars who study related issues provide some references and references.It is expected that with the joint efforts of all of you,the quality of Chinese language classroom teaching in junior high schools can be improved.