Research On The Current Status And Countermeasures Of The Application Of Classroom Evaluation Language Of Junior Middle School Chinese Teacher

With the deepening of education reform,process evaluation has been paid more attention.Classroom teaching evaluation is the evaluation method most used by teachers in actual teaching and most closely related to students’ learning.Language is the external manifestation of thinking.Teachers’ classroom evaluation language has a demonstrative role in the development of students’language and thinking,and effective Chinese classroom evaluation language can stimulate students’ love for the language of the motherland.The study of Chinese classroom evaluation language in junior middle school reflects the studentcentered education concept,and plays an important role in promoting new curriculum reform,building high-quality Chinese classrooms,promoting teachers’ professional development,and improving teacher-student relationship.Combining the "Chinese Curriculum Standards for Compulsory Education"and the relevant requirements of classroom teaching evaluation,this research finds out that the ideal language of junior middle school Chinese teachers’classroom evaluation should have the characteristics of discipline,science,difference and artistry.The article uses questionnaire survey method,classroom observation method and interview method to investigate from four aspects:Chinese teachers’ cognition and emphasis on classroom evaluation language,the process performance of teachers’ application of classroom evaluation language,the application effect of students’ feedback of classroom evaluation language,and the practical applications of classroom evaluation language.After analysis,it is found that the following problems exist in the current junior high school Chinese teachers’ application of classroom evaluation language:teachers’incorrect understanding of classroom evaluation language,single subject and object of evaluation language in the application process,emphasis on knowledge,ignoring process and emotional education,lack of guidance and differences,the application effect is not ideal.In-depth analysis of the reasons for the existence of the problem is mainly due to the school’s neglect of management,lack of guidance,improper concept of teachers,lack of knowledge,and insufficient ability and power of teachers.On this basis,combined with the relevant theoretical requirements,from the perspective of cultivating students’ Chinese core literacy and promoting students’all-round development,the article puts forward countermeasures for school administrators and Chinese teachers to promote the effective use of classroom evaluation language by Chinese teachers in junior high schools.Schools should increase the language of Chinese teachers’ classroom evaluation as the assessment content,establish the application standards of Chinese teachers’classroom evaluation language,and strengthen the training and guidance of Chinese teachers’ classroom evaluation language.Chinese teachers should change the concept of evaluation and learn relevant theoretical knowledge;integrate various evaluations to improve the scientific nature of evaluation language;temper language expression and enhance the artistic quality of evaluation language;reflect on time and pay attention to the effectiveness of evaluation language.