| The individualized development of students is not only a hot topic in education,but also the need of the times.The English Curriculum Standards for Senior High School(2017 version,revised in 2020)proposes that,teachers should carry out the people-oriented education,establish a curriculum evaluation system with students as the main body,and promote students’ comprehensive,healthy and individualized development.In this way,evaluation is not the ultimate goal for the teaching,but to achieve the purpose of promoting teaching,learning,and students’ development.Teachers should recognize and respect the individual differences of students and promote their learning and individualized development through different modes and content of evaluation language.However,the evaluation language used by senior high school English teachers today may not always be positive,so studying senior high school English teachers’ evaluation language based on students’ individualized development is of great significance in improving English teachers’ evaluation language and promoting students’ individualized development.Guided by the theories of students’ individualized development,multiple intelligences and affective filter,this research adopts the classroom observation,questionnaire survey,case study and interview to conduct a research among 5 English teachers and 150 students of Senior Grade2 in Nanning ASEAN High School,and then attempts to answer the following three questions:(1)What are the characteristics of the senior high school English teachers’ evaluation language according to students’ individualized development theory?(2)What are the senior high school English teachers’ understandings and application of students’ individualized development theory to evaluation?(3)What are the views and expectations of senior high school students towards English teachers’ evaluation language?Though the data analysis,the present author finds that:(1)According to students’ individualized development theory,the senior high school English teachers’ evaluation language shows the following characteristics: the mode of evaluation mainly includes the oral evaluation,paying less attention to the physical and written evaluation;the content of the evaluation mainly focus on the tasks themselves,ignoring the students’ individualized development,emotional attitudes and learning strategies;teachers tended to sometimes ignore the positive valence of evaluation language.(2)Senior high school English teachers are aware of students’ individual differences and the diversity of the evaluation modes,but they ignore the importance of evaluation language to students’ individualized development,and they fail to integrate theory with practice in the process of evaluation.(3)From the perspective of students,English teachers tend to use oral evaluation language,which mainly focus on the tasks and less attention are paid to students’ development;the positive valence of teachers’ evaluation language still needs to be improved;and senior high school students are eager to receive the affirmation and specific comments about their performance from their English teachers.Based on the above findings,this study also proposes the following pedagogic implications:Firstly,English teachers should recognize and respect students’ individual differences;secondly,they should take the initiative to learn the theoretical knowledge about students’ individualized development and related evaluation language and learn from experienced and outstanding teachers,so as to improve their language skills;finally,when preparing lessons,they should not only prepare the evaluation language,but also take their students into consideration in order to better interact with them;At the same time,teachers should give students a variety of teacher evaluation language combining verbal and non-verbal evaluations. |
