An Investigation And Study On The Current Situation Of English Teachers In Junior High School Class Evaluation Language

Class teaching system is the main form of teaching organization in China,so the classroom has become the main place for teachers and students to carry out teaching activities.Teachers' classroom language is an effective way for students to acquire knowledge,and teachers' evaluation language in classroom is an indispensable and important part of teacher's classroom language.It is the language used by teachers to provide immediate feedback on students' learning methods,learning attitudes and results.These evaluation languages can enable students to review and reflect on their learning behaviors in a timely manner,increase their enthusiasm for participating in classroom activities,stimulate students' learning motivation.As a result,all those factors will promote students' own development.But not all teachers' classroom evaluation terms can play a positive role.Improper use of classroom evaluation terms may lead to opposite results.Therefore,it is necessary to improve the status of teachers' evaluation language in classroom.This research is based on studying the importance of classroom evaluation terms.Based on previous studies,the present survey of junior middle school English teachers' classroom evaluation terms is conducted through classroom observations,questionnaires and interviews.To be more specific,12 classes of English teaching by six English teachers in Junior middle School in Wanzhou,Chongqing were observed,and the teachers' evaluation language were recorded and analyzed.And carry out questionnaire surveys and interviews with teachers and students,to understand the current use of junior middle school English teachers' classroom assessment language.Based on the data analysis of classroom observations,questionnaires and interviews,the investigator explored the current situation of the use of classroom evaluation terms by junior middle school English teachers in China at this stage.In view of the above situation,some problems was summarized.According to the problems,the investigator analyzed the reasons and proposed corresponding improvement suggestions for the majority of junior middle school English teachers,so as to improve the effectiveness of teaching..The main research questions of this study are the following three: First,based on a survey of the current use of classroom assessment terms by junior middle school English teachers,we can analyze whether the use of classroom assessment terms can effectively promote the development of students or not? Secondly,by analyzing the current situation of junior middle school English teacher's classroom evaluation terms,can we find out problems and put forward suggestions for solving countermeasures? Thirdly,how to optimize the use of current situation of teacher evaluation terms?Through investigation and research,the following conclusions are reached: At present,there are four problems which exist in the junior middle school English teacher's classroom evaluation language: first,the evaluation language lacks pertinence;second,the teacher-student emotional interaction is not strong;third,the evaluation does not reflect the developmental principle;fourth,the teacher's awareness is weak.The causes of the above problems are mainly divided into external reasons and internal reasons.The external reasons mainly include: insufficient implementation of quality education;the lack of attention by education departments and schools.The internal reason is mainly that teachers themselves do not pay enough attention to classroom evaluation.Aiming at the problems and root causes of the use of current junior high school English classroom evaluation terms,the author gives the following suggestions to improve the current situation: first,focusing on the specification of the evaluation content;second,strengthening the emotional communication between teachers and students;The third is the implementation of quality education,which reflects the principles of developmental evaluation;the fourth,the construction of evaluation standards for the effectiveness of classroom evaluation terms.