Investigation And Countermeasures Of Language Use In Classroom Evaluation Of Junior Middle School Chinese Teachers ——Take X Middle School In Kashgar As An Example

With With the development of the new curriculum reform,the new curriculum standards have been widely implemented.For junior high school Chinese classroom teaching,based on the concept of new curriculum standards to reform the teaching content and teaching methods,not only can improve the quality of Chinese classroom teaching and teaching effect,but also can effectively cultivate and improve students' comprehensive quality level ability of Chinese.Chinese classroom teaching under the new curriculum is on the basis of paying attention to basic knowledge,more emphasis on students "learn to seek knowledge,learn to survive,learn to do things,learn to get along with people",highlighting knowledge seeking methods,knowledge seeking ability and attitude and value cultivation,for students' all-round development and lifelong development to lay a foundation.Classroom evaluation is also the key link of complete classroom teaching,and it even determines the implementation degree of the new teaching concept of "Chinese Curriculum Standard" in Chinese classroom teaching.This paper mainly discusses four questions: first,what is the effective classroom evaluation language? What are the criteria for evaluating the effectiveness of classroom language? Next,What is the correlation between the effectiveness of classroom evaluation language and students' learning results? Third,how to more accurately describe and summarize the current middle school Chinese teachers classroom evaluation language use problems? Four,how to make the classroom evaluation in the limited time to achieve the best effect? In order to solve the junior middle school language teacher,the language problems that exist in the use of classroom evaluation in this study by building a junior high school language teacher classroom evaluation language validity diagnosis scale,diagnosis,the situation for the present stage middle school language teacher classroom evaluation language problems put forward effective improvement strategy,which is the focus of this study.Based on the observation of Chinese classroom in junior middle school,the author has carried out a field survey on the current situation of the use of language in Chinese teachers' classroom evaluation.Based on the research results,this paper discusses the problems existing in the current situation of classroom evaluation language use: first,repeated use is too frequent and there are many invalid dialogues;Second,classroom evaluation language is not clear and specific,lack of pertinence;Third,the classroom evaluation language is perfunctory and lack of change,with classroom evaluation bias;Finally,the correlation between the evaluation contents is small,the jump is large,the hierarchy is weak.The reasons for the above problems are mainly as follows: First,the lack of presetting before class;Second,lack of language ability in classroom evaluation;Thirdly,the understanding of the role of classroom evaluation language is not comprehensive.Fourthly,students' learning situation is not well grasped and the evaluation standard lacks flexibility.Based on the understanding of the problems and the analysis of the reasons mentioned above,it is necessary to find the methods and strategies to improve the status quo and more suitable for the characteristics of Chinese teaching subject.Special stress is that this research discusses the language classroom evaluation effectiveness of the ultimate goal is not to the language teacher's classroom behavior scoring,but for the language teacher's choice of classroom evaluation language and use feedback information,analyze the teacher's classroom assessment,diagnosis,and to promote the improvement of Chinese classroom teaching.