Study On The Class Evaluation Of Junior Middle School English Teachers From The Perspective Of Discourse Analysis

The implementation of new curriculum reform not only challenges the development of teachers,but also provides valuable opportunities.With the continuous advancement of education and curriculum reform,the role of teachers has been constantly changing,and the process of teacher professionalization has received constant attention.The improvement of teachers' educational awareness,the development of teachers' professional quality and skills,the optimization of teachers' knowledge structure,the enhancement of teachers' sense of cooperation and the transformation of teachers' teaching concepts and methods have all become important factors for teachers' professional development.In the context of the new curriculum reform,the professional development of English teachers requires that English teachers should constantly update their teaching concepts,improve their professional knowledge,constantly reflect on their teaching behaviors,constantly improve their teaching and research ability,and become lifelong learners.Teachers' class evaluation plays an important role in changing teaching concept and optimizing teaching behavior.For teachers,they can carry out professional self-reflection and professional dialogue through professional activity--class evaluation,and continuously explore and solve some problems in curriculum,teaching,learning and management.This study is expected to provide some references for the professional development of teachers through the study of teachers' class evaluation discourse.This study based on the theory of Wallace's reflection-practice model,cohesion,coherence and integrity of the discourse,elements of teaching design and the theory of information structure,adopt the method of discourse analysis,use SPSS21.0 software,with a total of 16 pieces of class evaluation discourse on the public class come from different junior high school English teachers of Shihezi City and teachers of Xinjiang Bingtuan NO.2 Middle School as the study corpus,and the following four questions will be studied in detail: 1.What are the structural characteristics of junior middle school English teachers' class evaluation ? 2.What are the dimensional characteristics of junior middle school English teachers' class evaluation? 3.What are the extended characteristics of middle school English teachers' class evaluation? 4.What are the problems in the class evaluation of junior middle school English teachers?The findings of the study are as follows: 1.On the whole,the structure of teachers' class evaluation discourse reflected in the study corpus is incomplete.Specifically,the class evaluation discourse of teachers lacks dominant views,12 teachers have no dominant views among all the 16 teachers,accounting for 75% of all the teachers.At the end of class evaluation discourse,the teacher's class evaluation discourse lacks a summary view,13 teachers have no summary views among all the 16 teachers,accounting for 81.25% of all the teachers.The tendency of teachers' class evaluation discourse is to make scattered comments on the observed classroom teaching.2.On the whole,the dimensionality of teachers' class evaluation discourse reflected in the study corpus is relatively rich.Specifically,there are 14 teachers mentioned the teaching strategy and method,13 teachers mentioned teaching activities,9 teachers mentioned the teaching effect,8 teachers mentioned the teaching content,8 teachers mentioned the teaching process,7 teachers mentioned the teaching goal,7 teachers mentioned students' learning,5 teachers mentioned the accomplishment of the class,3 teachers mentioned the relationship between teachers and students in teaching;In conclusion,there are 5 teachers involved in six dimensions or above,accounting for 31.25% of all the teachers,8 teachers involved in three to five dimensions,accounting for 50% of all the teachers,and 3 teachers involved in three dimensions or less,accounting for 18.75% of all the teachers.3.As a whole,the level of information structure of teachers' class evaluation discourse reflected by study corpus is less.Specifically,there are 3 teachers' class evaluation discourse contains only one information level,six teachers' class evaluation discourse contains only two information levels,2 teachers' class evaluation discourse contains three information levels,2 teachers class evaluation discourse contains five information levels,1 teacher's class evaluation discourse contains six information levels,2 teachers' class evaluation discourse contains seven information levels;In general,there are 9 teachers' class evaluation discourse only contains one to two information levels,accounting for 56.25% of all the teachers,there are 4 teachers' class evaluation discourse contains three to five information levels,accounting for 25% of all the teachers,there are 3 teachers' class evaluation discourse contains six to seven information levels,accounting for 18.75% of all the teachers.4.There are some problems in the structure,dimensionality and progress of junior middle school English teachers' class evaluation discourse,and the structure of most teachers' class evaluation discourse is incomplete;In dimensionality,some teachers involve less dimensionality,and the evaluation of classroom teaching elements is not comprehensive.In terms of the extended characteristics,most teachers involve less information levels and only describe the phenomenon without specific analysis and countermeasures,so the significance of class evaluation is not obvious.