Research On The Teachers’ Evaluation Behaviors In Chinese Classroom Teaching In Junior Middle School

Teacher evaluation behavior refers to the teacher in the classroom instruction, inview of the students in the learning process of cognitive state, state of mind, toparticipate in state, operation condition, discipline, performance, learning habits,emotional attitude and make learning to reach a state of the verbal and nonverbaljudgment. The evaluation of teachers’ behavior is also used in the process of teachersin classroom teaching a kind of effective means of control, throughout the classroomteaching. But not in the actual teaching process should be appreciated by the teacher,the language teacher compared commonly concerned question way, their classroomimport and behavior to the evaluation of their own, but I did not do too much research,to evaluate the function and role, know not clear, so that in the actual languageclassroom teaching, teachers’ evaluation behavior appeared many problems in thestudents’ language learning and development of body and mind caused some negativeeffect. Therefore, to improve and perfect Chinese classroom teaching in junior middleschool teachers’ evaluation behavior is imperative.In this study the author on the basis of the literature data, with Gardner’s theoryof multiple intelligences, bandura’s self-efficacy, constructivism, and Chinesecurriculum and teaching theory as the support, defines the related concepts ofteachers’ evaluation behavior, and the teachers’ evaluation behavior dimensions.Through questionnaires, interviews and teachers into the classroom teaching methods,such as found in the current new curriculum reform in Chinese classroom teaching injunior middle school under the influence of teachers’ evaluation behavior obtained thecertain improvement, but still exist many problems: first, the teacher evaluationconsciousness is not strong, evaluation become a mere formality; Second, the teachersingle evaluation index, evaluation content is superficial; Third, the teacher reviewsbriefly curt, couldn’t reflect the characteristics of Chinese curriculum; Fourth, singleevaluation form, evaluation forms are not balanced; Fifth, evaluate the unfairphenomenon occurs frequently, to moderate enough attention. Many problems thatcaused the author in this reflection, explored.Finally, the author aimed at the existing problems and the influencing factors,and put forward the optimization of junior middle school language teacher evaluationbehavior strategy. First of all, the language teacher should actively change theevaluation ideas, take own evaluation behavior; Second, the language teacher shouldseize the ontology of Chinese curriculum characteristic, efforts to highlight the wordsof the language, thinking and aesthetic; Again, the words of the language teachersshould strive to improve their ability, strain capacity, ability of text reading andlistening comprehension ability; Fourth, the language teacher should adhere to thediversified evaluation orientation, make many kinds of evaluation form balanced andcoordinated development. In the end, the language teacher after class to reflect ontheir own in time evaluation.