| With the new round of basic education curriculum reform launched at the beginning of the new century,the traditional classroom model of "teachers teaching,students learning" has been gradually replaced by a dialogue-based classroom of "teaching as one",with dialogue and question and answer gradually becoming the "backbone" of classroom teaching,becoming a ladder for both teachers and students to build and progress together.As a result,the importance of "evaluating behavior",which is a key part of teacher-student dialogue,has been further highlighted,and research on teachers’ evaluating behavior has been gradually enriched in China,with widespread attention paid to evaluating behavior in Chinese courses,which are both humanistic and instrumental.In this paper,we focus on "middle school Chinese teachers’ classroom evaluating behavior",and use "dialogue teaching" as a theoretical perspective to go into the actual teaching situations of frontline Chinese teachers.The study also explores the common features of the teachers’ responding behaviour from both qualitative and quantitative perspectives,and restores the true picture of the responding behaviour of Junior middle school Chinese teachers.Based on the concept of "dialogue teaching",this paper provides Chinese teachers with practical strategies for optimising their evaluating behaviors,in order to enhance the effectiveness of cultivating core Chinese literacy and promote a "dialogue-based" transformation of Chinese classroom teaching.The main body of this article consists of six chapters.Chapter 1 is the introduction,which introduces the origin and significance of the study,systematically reviews the history and development of the research on evaluating behaviors and dialogue teaching,and explains the main research methods of this paper to pave the way for the subsequent research.The second chapter focuses on theoretical interpretation,defining the connotation of the evaluating behavior and answering in the light of the nature of the Chinese subject and the concept of dialogue teaching,and identifying the similarities and differences between evaluating and teaching dialogue,teacher-student question and answer,student evaluation and other similar concepts.At the same time,the chapter builds up a classification standard for evaluating behavior based on previous research findings,dividing it into two main categories,four sub-categories and seventeen specific expressions of observation.In addition,the chapter focuses on the need for Chinese teachers to improve their evaluating skills from the perspectives of students,curriculum and teachers,and provides a comprehensive explanation of the importance of evaluating research to the Chinese subject and Chinese teaching.Based on the theoretical issues related to the act of evaluating,Chapter 3 looks at the act of evaluating through the theoretical lens of dialogue teaching.Firstly,the chapter discusses the essence and orientation of dialogue teaching from three dimensions: dynamic view of knowledge,equal relationship among subjects,and cultivation of students’ critical thinking and reflective consciousness;secondly,based on the dialogue attribute of evaluating,it proposes that the value of dialogue teaching concept for evaluating research lies in "clarifying misconceptions,clarifying the essence of evaluating,and improving the quality of evaluating"."In addition,the chapter discusses the characteristics of effective evaluating from five perspectives: content,mode,attitude,process and purpose of evaluating,which provides a reliable reference for the investigation and analysis.On the basis of the survey ideas,Chapter 4 completes the selection of various survey samples and the compilation of survey instruments,and conducts a widely representative survey on Junior middle school Chinese teachers’ evaluating behaviour through classroom observation,teacher interviews and student questionnaires,compiling and presenting the preliminary results of the survey to lay the foundation for the interpretation and analysis in the subsequent chapters.Based on the survey results,Chapter 5 analyses the current situation of Junior middle school Chinese teachers’ classroom evaluating behaviour,and summarises the overall strengths,subject characteristics and outstanding problems of Junior middle school Chinese teachers’ classroom evaluating behaviour,so as to present a comprehensive picture of Junior middle school Chinese teachers’ classroom evaluating behaviour.Chapter 6 is about the strategies for optimising Junior middle school Chinese teachers’ classroom evaluating behaviour.In this chapter,the current situation of Junior middle school Chinese teachers’ evaluating behaviour is addressed,and two dimensions of evaluating concepts and learning evaluating skills are used to refine "correcting the purpose of evaluating,establishing a sense of guidance,taking into account pre-determined generation,cultivating a sense of reflection,broadening the horizons of evaluating,avoiding " homogenisation ",and providing follow-up dialogue." This study will help teachers to change their conceptions of evaluating,optimise their evaluating behaviour and solve the contradictions and problems in evaluating practice. |
