Research On Teacher Evaluation Language In Middle School Chinese Classroom Teaching

Chinese subject is a combination of instrumental and humanistic subject,but in the classroom teaching,teachers generally pay more attention to classroom teaching methods,import links,questions and teaching links between the close type,in the teaching design is also aimed at these several aspects of the preset.As for the presupposition of the evaluation language,it is difficult to preset because the evaluation language is based on the change of the students.In the classroom,the students ’ questions are also asked for the needs of the curriculum,and very few students ’ answers are carefully analyzed,so it is difficult for students to develop from the evaluation language.In view of the usage of classroom evaluation language,it is sufficient to explain the important role of classroom evaluation language in teacher teaching,and it is urgent to find out and solve the problems that teachers appear in the use of evaluation language.This paper discusses the classroom teacher evaluation from five parts,the first chapter is the introduction of this article,from the origin of the problem,literature review,research methods and research significance of four aspects.The second chapter mainly discusses from three aspects,firstly discusses the connotation of the evaluation language,then summarizes the four functions of the evaluation language,namely,the feedback function,the guidance function,the corrective action and the stimulation function,and finally supports this research through the domestic and foreign theories.The third chapter is aimed at the problems in the teacher’s evaluation language in the middle school Chinese classroom teaching and sums up the previous experience.It is generally classified into simple certainty evaluation,difference evaluation between different subjects and premature summative evaluation in three aspects,and discusses the causes of these problems,because this research is aimed at the analysis of Teachers ’ classroom evaluation language,Therefore,the main analysis from the teacher level,can be classified as a teacher’s understanding of students ’ differences,understanding of teaching content and teachers ’ own quality.The fourth chapter is mainly on the evaluation of classical cases analysis,the first part is to summarize the teacher evaluation language into three dimensions through thefragment of the classic case,and analyze it from the three dimensions of motivational and guiding evaluation language,interrogative and reflective evaluation language and open and closed evaluation language.The second part is the analysis of two complete classical teaching records in reading class and writing class,through the analysis of two different class types,we can visually show teachers to take different teaching evaluation language for different class types,in order to provide some concrete reference for middle school teachers.The fifth chapter puts forward four strategies to solve the problems that often arise in the evaluation language,namely: times atmosphere,student level,teachers ’ quality and teaching method.This research mainly aims at the teachers ’ evaluation language in the middle school Chinese classroom teaching,hoping to arouse the attention of the middle school Chinese teachers,and provide some reference for the middle school Chinese teachers to use the classroom evaluation language,perfect the middle school Chinese classroom teaching,improve the teaching quality and make the students develop fully.