A Study On The Current Situation And Countermeasures Of Chinese Teachers' Use Of Classroom Evaluation Language In D Junior Middle School In Yining County

Classroom evaluation language,as a vital role in the teaching process,is an indispensable teaching method in the teaching process of teachers.The use of classroom evaluation language can promote the interaction between teachers and students,thus making objective and valuable judgments on the performance of students more accurate,which further illuminate the direction of the teaching process,maintain the collective discipline of the class,clarify students' classroom performance and help students develop good learning habits,so as to help students shape correct values to a certain extent.This study uses methods such as issuing questionnaires,entering the class to conduct actual observations and interviews with teachers.A middle school in Yining County and chinese teachers of which have been taken as the sample and the research object.From their understanding and use of classroom evaluation language Exploring the three dimensions of situation and application effect to investigate and study the specific use of evaluation language by the school's language teachers in the teaching process,analyze the problems in the use of classroom evaluation language in the specific language teaching process,and analyze the reasons,And then propose improvement strategies.The structure of this paper is as follows:The first chapter investigates and analyzes the specific use of classroom evaluation language by a middle school Chinese teacher in Yining County.First,it clarifies the purpose of the investigation,the object of the investigation and the content of the investigation;secondly,it makes a report on the use of the school teacher's evaluation language.Detailed investigation,combined with the situation of the school,lists the specific problems existing in the use of classroom evaluation language by the language teachers of the school.The second chapter will list the deficiencies and reasons in the use of classroom evaluation language by the teachers of the studied schools based on the analysis of the current situation.The reasons for teachers' lack of understanding of classroom evaluation,lack of evaluation skills,lack of self-emotion control,inaccurate grasp of three-dimensional evaluation goals,and lack of professional training for teachers in schools are analyzed.The third chapter puts forward the countermeasures to improve the classroom evaluation language of a middle school Chinese teacher in Yining County.Based on the actual situation,it deeply analyzes the problems and reasons existing in the survey results,it proposes improvement countermeasures for the teacher's personal level and the school level.To change teaching concepts,teachers should strengthen relevant theoretical learning;use new media methods to improve teachers' classroom evaluation ability;improve skills in the use of classroom evaluation language;enhance self-emotion management capabilities;increase classroom evaluation language reflection and other aspects;Schools should increase the emphasis on evaluation language in Chinese classrooms;actively provide a good environment for teacher development;increase supervision and urge,form an assessment mechanism,and provide reference suggestions for the classroom teaching of junior high school Chinese teachers.