Research On The Evaluation Of Junior Middle School Chinese Classroom Teaching

Classroom teaching evaluation,also known as evaluation,observation of teaching evaluation.This is an art,is also a knowledge,is the audience control classroom teaching goal,to teachers and students in the classroom teaching activities and have these changes caused by the overall judgment.If the open class can reflect the wisdom of a teacher,then the teaching evaluation for this class is the crystallization of the wisdom of many people.After a class of educational research activities,in addition to teacher self-evaluation and expert or peer roles such as comments and suggestions,can be called a complete teaching and research activities.In this paper,the identity of the evaluator is different from teachers and students outside the " third party",he(she)is likely to be education authorities,researchers,lectures and other related fields of personnel.The evaluation object includes teacher's teaching,student's learning and teaching process and its effect.Teaching evaluation is the process of evaluating all aspects of education from a macro point of view,and evaluating the value of ideas,behaviors,academic achievements,personality and so on.The teaching evaluation of junior high school Chinese class can reflect the real situation of junior high school Chinese class evaluation.Because language as a mother tongue classroom,everyone can give directions.Scientific evaluation criteria for Chinese classroom teaching evaluation field is a supplement,of course,teachers here to promote not only their own ability,but also opened up their own ideas,improve their teaching level and teaching ability.Reasonable evaluation methods make the connotation of Chinese classroom teaching evaluation is expanding,the humanities are also increasing,qualitative evaluation factors also accounts for a large proportion,make up for the limitations of quantitative tables.Based on this,the text is described from the following four parts: the first part,considering the characteristics of students' intellectual growth,the relationship between teachers and students and from the perspective of evaluation mechanism,organized a series of theories related to junior high school Chinese classroom questions,provides a solid theoretical basis for the study of this topic;The second part,from four aspects of ensuring the smooth implementation of Chinese quality education,ensuring the smooth progress of Chinese teachers' professional development,ensuring the smooth progress of students' overall development goals,and ensuring the complete construction of the subject system of Chinese education,expounds the role of junior high school Chinese classroom teaching evaluation;The third part,by means of questionnaire and case analysis,obtains the current situation of junior high school Chinese classroom teaching evaluation,and finds out the problems:evaluation language monotonous,evaluation dimension one-sided,evaluation content old,weak dialogue consciousness and so on four aspects;The fourth part,in view of the question,proposes the corresponding solution: first,pays attention to the evaluation language personalization,pays attention to the bright spot;Second,advocate the diversification and openness of evaluation subject;Third,encourage the creativeness of the evaluator's thinking and open the perspective;Fourth,pay attention to the novelty of the intention of the lecturer,segment communication.