| "Evaluation" is an Important and indispensable part of classroom teaching,but in the current reality of classroom teaching,many teachers obviously do not pay enough attention to "evaluation".Compared with "evaluation",they are more willing to devote a lot of time and energy to "lesson preparation" and "teaching".In order to enhance teachers’comprehensive understanding of "evaluation" and highlight the important role of"evaluation" in teaching,the team from the Center for Foreign Language and Education Studies of Beijing Foreign Studies University constructed a theoretical system of the Production-Oriented Approach（POA）.The team from the Center for Foreign Languages and Education at Beijing Foreign Studies University,in building the Production-Oriented Approach,incorporated "evaluation" into the explicit teaching process,and clearly stated that "evaluation is the key point for students to strengthen and sublimate their learning,and assessment and learning or assessment and teaching should be organically integrated".The introduction of this concept has great educational significance for teachers.However,the current research on the "evaluation" part of POA is mostly focused on the macro-level research on "evaluation methods",while the micro-level research on teachers still needs to be explored.such as "teacher evaluation language".The research on teachers’ micro-level research has yet to be explored,such as "teacher evaluation language".In view of this,this paper investigates the "teacher evaluation language" in POA intermediate Chinese classes from the following aspects:the amount of teacher evaluation discourse;the content of teacher evaluation language;the role and problems of teacher evaluation language;the factors affecting teacher evaluation language;and the measures to improve the effectiveness of teacher evaluation language.The study found that:1)compared with the traditional teaching model,teachers in POA classrooms have a strong sense of evaluation and a large amount of teacher evaluation discourse;2)in terms of the content orientation of evaluation discourse.teachers’ evaluation discourse in all sessions of POA is dominated by knowledge evaluation language,while competence evaluation language and emotional-attitudinal evaluation language account for a relatively low proportion.Specifically,the knowledge evaluation language in the driving session was mainly oriented to the evaluation of"content".In the facilitation session,although the language of knowledge evaluation was still dominated by "content",the evaluation of "language form" and "discourse structure"increased significantly compared with that of the driving session.（3）Based on student interviews,I found that the teacher’s evaluation language in the current classroom has the following effects on students:motivating,inspiring,and diagnostic.（4）Through the study of teachers’ assessment language in the current classroom,I found the following problems:the lack of "discourse structure" knowledge assessment language in the driving session;unclear content direction of knowledge assessment language in the facilitation session;unbalanced content direction of knowledge assessment language in the final output session;low attention to ability assessment language and emotional and attitudinal assessment language by teachers.（6）Finally,based on the research materials,I proposed initiatives related to improving the effectiveness of teachers’ evaluation language,mainly including the following:clarifying the evaluation focus of each segment of POA;paying attention to ability evaluation language and affective attitude evaluation language;maintaining focus and grasp the timing of evaluation;adjust the difficulty of evaluation language and take into account the artistry of evaluation language. |
