Research On Teachers' Evaluating Behavior In Chinese Language Class Of Junior Middle School

Because of the new curriculum reform,teachers' classroom teaching has been paid more and more attention,in which the answer as a way to achieve classroom teaching should be paid more attention.According to Professor Cui Yunhuo,answer is the teacher's response and treatment to the students' questions.The teacher's answer not only affects the whole classroom teaching effect,but also affects the students' learning state.But some junior middle school Chinese teachers' classroom answers are not satisfactory,which is worth our in-depth discussion and analysis.This paper mainly uses the methods of literature research,investigation research and observation research to study the classroom response behavior of junior middle school Chinese teachers.First of all,through the introduction part of the basic knowledge of the classroom response to sort out,and then from the junior middle school Chinese teachers on the classroom response of cognition and attitude,application,use effect to some junior middle school Chinese teachers to do the status quo survey,and to some junior middle school students as the auxiliary survey object.Secondly,through the survey results,we can see that some Chinese teachers in junior middle school have some problems such as lack of cognition,insufficient skills,empty content and unsatisfactory effect.Aiming at these problems,this study mainly analyzes the reasons from four aspects:the deviation of teachers' role positioning,insufficient ability of reasoning and answering,insufficient reflective research and the difference of class status.Finally,according to the existing problems and the results of attribution analysis,this paper puts forward the strategies to solve the problems from the aspects of Chinese teachers'understanding,skills,presupposition,reflection,perspective,etc.,such as:learning new curriculum concept based on students,carefully setting questions and ways of questioning,carefully studying the text for presupposition,expanding the learning and reflection path and other optimization strategies,so as to make teachers'classroom reasoning and answering true To achieve the actual effect of allocation and deepening.On the basis of the original research,this study continues to find the strategies that are generally applicable to Chinese teachers in junior middle school,and solve the problems in the cognitive and operational fields of the answer,so as to provide some references for teachers in the front line to effectively answer.