A Study On The Application Qualitative Evaluation Of Junior Middle School Oral English From The Perspective Of Ecological Classroom

With the rapid development of globalization,the communication between countries and people needs to be based on language,and spoken English plays an important role as one of the communication channels.Admittedly,people gradually realize the importance of oral teaching,but the current situation of oral teaching evaluation in junior high school is still not optimistic.Teaching evaluation is related to the direction of education development and plays a guiding role in school running.Therefore,this paper improves the status quo of oral teaching by optimizing the oral teaching evaluation.In view of the problems existing in oral English teaching evaluation,this paper thinks about the oral English teaching evaluation from the perspective of ecological classroom,At the same time,through literature reading,it is found that qualitative evaluation conforms to the ecological concept,but qualitative evaluation is often ignored in the previous teaching evaluation process.Therefore,this paper improves the oral English teaching evaluation of junior middle school by qualitative evaluation based on the ecological classroom concept,reflects the ecological value of qualitative evaluation in oral English teaching evaluation,and highlights the role of qualitative evaluation in oral English teaching evaluation.Through literature review,this paper clarifies the concepts and theoretical basis of ecological classroom,qualitative evaluation and junior high school oral teaching evaluation.Through questionnaire,interview and classroom observation,this paper finds out the current junior high school oral teaching evaluation of the importance,subject,content,methods,standards and feedback.Then,based on the survey results,the author analyzes the problems and reasons in oral English teaching evaluation.According to the research results,due to the influence of the test-taking mechanism,the bias of oral English teaching status and the traditional teaching relationship of “the absolute authority of the teachers”,firstly,the current oral English teaching evaluation of junior middle school ignores the overall development of the classroom subject’s life,and the evaluation content is one-sided;Secondly,the dynamic generation of evaluation process is weakened and the evaluation method is solidified;Thirdly,the evaluation ignores the niche function of classroom subject,and the evaluation subject is single;Fourthly,the comprehensive evaluation feedback is weak,and the evaluation ignores the “visual integration” of the classroom subject.Fifthly,the ecological deficiency of evaluation atmosphere leads to the lack of authenticity and security of evaluation.In view of the problems existing in the present situation of oral evaluation,this paper puts forward the qualitative evaluation guided by the concept of ecological classroom to improve it.First of all,the evaluator should establish a holistic ecological view of life and formulate the evaluation dimension of comprehensive development,so as to improve the position of oral English in the English subject and promote students to achieve comprehensive and harmonious development;Secondly,the evaluator emphasizes the process view of dynamic generation and establishes the evaluation mechanism of dynamic development so that he can explore the trajectory of students’ growth and development.Thirdly,the evaluator establishes the concept of development with multiple personalities and formats the evaluation mechanism of evaluating students in accordance of their aptitude,in order to meet the different development needs of students.And then,the evaluator establishes the harmonious and symbiotic interpersonal view and forms subject of evaluation of interactive dialogue.Finally,the evaluator sets up the environment view of ecological thought and creates a real and safe evaluation atmosphere for students.At the end of the paper,the case design of qualitative evaluation of junior high school oral English is designed from the perspective of ecological classroom in the three stages of pre-assessment,whileassessment and post-assessment.