A Study Of Positive Evaluation Behavior In Online Chinese Classes

The Chinese language teacher is the main driver of second language teaching activities,and the teacher’s evaluation behavior is an important part of the Chinese second language teaching process,which has a significant impact on Chinese second language students’ learning attitude,motivation,and teacherstudent relationship.The author observed that most second language learners place great value on their Chinese language teacher’s evaluation of their performance.Therefore,in Chinese language classes,the author primarily focuses on praising second language learners and attempts to avoid negative evaluations.However,the author discovered in feedback from second language students that they are not entirely satisfied with their Chinese language teacher’s positive evaluation behavior and hope to receive more targeted praise from their teacher.Upon reflection on my own evaluation practices in the second language class,the author contemplates whether online Chinese language teachers face similar issues and how to address these difficulties.This paper presents an observation checklist according to four dimensions of positive evaluation objects,forms,timing,and content.The author used a class observation method to observe 40 recorded videos of seven teachers from Online Chinese Education Institute of Dandelion in Cambodia and used an interview method to interview seven teachers and seven students within the institution.By analyzing the characteristics and shortcomings of positive evaluation behavior in online Chinese second language classes through scale statistics and interview results,optimization suggestions are proposed,and the optimized suggestions are applied to Chinese second language teaching practice.Through observation and interviews,the following characteristics and weaknesses of positive evaluation behavior in online Chinese second language classes are identified: 1)a focus on individual student development but a lack of group evaluation;2)a predominant use of speech-based evaluation,with a lack of non-speech evaluations;3)an emphasis on immediate evaluation,neglecting other evaluation opportunities;4)reliance on one-sided evaluation content,with a single evaluation topic;5)teachers lack the theoretical knowledge of positive evaluation,and their evaluation quality needs to be improved.For the problems found in positive evaluation behavior in online Chinese second language classes,optimization suggestions are proposed: 1)to respect student differences and care for all students;2)to use multiple evaluation methods and enrich evaluation content;3)to grasp the timing of evaluation and find the right evaluation entry point;4)to pay attention to evaluation theory to improve evaluation skills;5)to apply the optimized positive evaluation strategy to teaching practice and analyze its effectiveness.