Research On The Use Of Evaluation Language In Junior High School Chinese Classroom

Classroom evaluation language runs through the whole course of Chinese classroom teaching and is an important part of classroom language.In junior high school Chinese teaching,proper evaluation language can not only promote students’ enthusiasm for learning,but also bring closer the relationship between teachers and students,and realize the common improvement of teachers’ teaching quality and students’ learning ability.Junior high school is an important stage for the formation of students’ values,and it is also a key period for cultivating and consolidating good study habits.In the actual junior high school Chinese teaching,teachers use classroom evaluation language to ignore the value of body language and lack literary evaluation content.It hinders the growth of students and the improvement of teachers’ teaching ability.Therefore,it is particularly important to explore the current situation and causes of the use of evaluation language in junior high school Chinese classrooms,and to propose improvement strategies,in order to provide classroom teaching help for front-line Chinese teachers.The thesis mainly uses literature method,questionnaire survey method,interview method,observation method,case analysis method,to study the use of Chinese classroom evaluation language in four junior high schools in Qingdao.Firstly,on the basis of the relevant research results in the academic circles,the core concepts are defined,the survey plan is designed,and the survey is conducted in the first-line Chinese classrooms by means of questionnaires,interviews and classroom observations.By analyzing the current situation of the use of evaluation language in junior high school Chinese classrooms,it is found that junior high school Chinese teachers have a certain degree of awareness of the importance of classroom evaluation language,but there are still many problems in the use process,including the teacher’s evaluation target is relatively single,the evaluation language is simple in form,the content is lacking in richness,and the evaluation objects are unbalanced,lack of evaluation language function,and the main reasons for the problem are the lack of teachers’ understanding of evaluation,the lack of evaluation ability,the lack of evaluation literacy,the inappropriate evaluation object,and the lack of summary and reflection.On this basis,drawing on excellent teaching cases,five improvement strategies are proposed: teachers consolidate theoretical foundation,improve evaluation ability,strengthen evaluation literacy,base on evaluation fairness,and improve evaluation reflection.The research uses a combination of qualitative analysis and quantitative analysis to try to put forward specific and actionable improvement suggestions for junior high school Chinese teachers to use classroom evaluation language,hoping to correct teachers’ evaluation concept to a certain extent and urge teachers to face up to the value of classroom evaluation language,to improve their own evaluation ability and literacy.