Study On Classroom Evaluation Language Of Junior High School Chinese Teachers

Classroom evaluation language is an important part of classroom teaching language and an important means of teacher-student dialogue.It is also the most important tool for classroom evaluation.It is the key to teachers' classroom evaluation.The reasonable and efficient classroom evaluation language can promote students' learning and Improve the role of teacher teaching.The teacher's classroom evaluation language has a strong demonstration.The language curriculum is a comprehensive and practical course for the study of language and language.The teacher's evaluation language has a direct influence on the language construction of the students.The classroom evaluation language puts forward higher requirements.However,in practical teaching,teachers tend to focus more on the organization and development of teaching activities,paying attention to the design of language,and not giving enough attention to evaluation.Therefore,the author attempts to study and analyze the classroom evaluation language of junior middle school Chinese teachers.On the basis of reviewing and combing the literature materials,this study conducts classroom observations in the first-line language teaching,aiming to understand the real situation of the language evaluation of junior high school Chinese teachers through classroom observation.The author randomly selected the 20 Chinese lessons of L Middle School for observation and record.Through the current situation survey,I learned about the language teachers' understanding and application of the classroom evaluation language,found the advantages and disadvantages,and made suggestions for the problems to improve the junior middle school language.Teachers' application of classroom evaluation language,perfect classroom evaluation language system,and provide reference for first-line language teachers to improve classroom evaluation language.Focusing on the research topic,this paper mainly includes the following five parts:The first part is an introduction,which gives an overall explanation of this study.This research follows the problem of finding problems-analyzing problems-solving problems,mainly using literature analysis and classroom observation research methods.The main content of the research is the understanding and application of junior high school Chinese teachers on classroom evaluation language.The second part is an overview of relevant theories.Firstly,the connotation of the classroom evaluation language is elaborated,which is defined as the language used by the teacher to evaluate the language,behavior or emotion of the students in the classroom.Secondly,the diagnosis and feedback of the classroom evaluation language,affirmation and The role of incentive,regulation and development is analyzed.Finally,from the nature of the instrumentality and humanity of the Chinese subject,the characteristics of the language evaluation language of Chinese teachers and the principles to be followed when applying the evaluation language are analyzed,including the incentive principle and process.Principles,principles of accuracy and principles of diversity.The third part is the current situation research,which mainly adopts the classroom observation method,formulates the language observation scale for junior middle school Chinese teachers,evaluates the design plan and implements it.Through the analysis of the research results,it is found that the L middle school Chinese teachers use the classroom evaluation language.Question: First,blind encouragement,lack of objective evaluation;second,general repetition,lack of targeted evaluation;third,focus on results,lack of procedural guidance.The reason for these problems is that teachers have insufficient understanding of the evaluation language and the ability to use the evaluation language is not enough.The specific performance is: lack of sufficient attention to the evaluation language,utilitarian tendencies in the classroom use and lack of specific method guidance.The fourth part is based on the current situation research,and puts forward suggestions for improvement on the above problems: one is to seek truth from facts and follow the objectivity of the evaluation language;the second is to pay attention to the pertinence of the evaluation language;the third is to attach importance to the process and give play to the evaluation.The guiding nature of the language.The fifth part is the conclusion,summarizing this research.As part of the teacher-student dialogue,the classroom evaluation language is beyond the language itself.The efficient classroom evaluation language can greatly improve the quality of classroom teaching.Therefore,teachers must give enough attention to the classroom evaluation language and must use it reasonably.