| With the continuous development of the new curriculum reform,more and more attention has been paid to the development of students’ personality,and the related classroom evaluation research has also been enriched.Classroom evaluation,as an effective control means for teachers in classroom teaching,is carried out in educational and teaching activities and has the obvious characteristics of immediacy.As a subject integrating instrumentality and humanism,Chinese has a direct impact on students’ language construction and all-round development.The use of classroom evaluation language is very important.However,in view of the current use of classroom evaluation,some teachers focus more on the design and organization of teaching activities,and rarely make a detailed analysis of students’ answers,so it is difficult for students to obtain self-development and improvement from teachers’ classroom evaluation language.Therefore,this paper discusses the application strategies of classroom evaluation language in junior middle school Chinese teaching.The paper is divided into four parts:The first part is the introduction,which defines the junior middle school Chinese classroom evaluation language as that the junior middle school Chinese teachers convey the value judgment with emotional tendency to the students in the classroom according to the discipline characteristics and laws and the physical and mental development characteristics of junior middle school students.Its purpose is to guide the students to learn and stimulate the students’ interest in learning.Combined with the actual application of classroom evaluation under the background of the new curriculum reform,this paper summarizes the research on the types,characteristics,functions and Application Strategies of teachers’ classroom evaluation.The second part discusses the theoretical basis and practical significance of Chinese classroom evaluation.Chinese classroom evaluation language can be guided by multiple intelligences theory,constructivist learning theory,hierarchy of needs theory and Bandura’s self-efficacy theory.It emphasizes the interactive communication between teachers and students in the classroom,reflects the individual differences of students in the use of evaluation language,and makes developmental evaluation according to the different situations of students,so as to promote students’ self-improvement.Attaching importance to and strengthening the research and effective use of classroom evaluation language can improve teachers’ classroom teaching efficiency.For the development of students,it can play the role of encouragement and praise,inspiration and guidance and diagnostic feedback.The third part investigates and analyzes the current situation of the use of classroom evaluation language by Chinese teachers in three junior middle schools in Shishou City.At present,there are three reasons: the lack of professional evaluation of teachers in the classroom,the lack of full evaluation of teachers’ language preparation and the lack of professional evaluation;Schools lack of awareness of the importance of teachers’ use of classroom evaluation;The improvement of social attention to educational issues also has an impact on the use of teachers’ classroom evaluation.The fourth part is based on the investigation and analysis,it mainly puts forward two effective strategies to improve junior middle school language classroom assessment from the two dimensions of teachers and schools.Teachers need to improve from class preparation,adjustment in class and after-school reflection,make full preparations before class,and improve classroom teaching quality.Be good at listening to students’ answers in class,adjust evaluation terms in time,and pay attention to the art of evaluation terms;Timely reflect after class,constantly accumulate classroom evaluation experience,establish the concept of lifelong learning,and improve their own language literacy.The school level needs to carry out professional training on Teachers’ knowledge of Chinese classroom evaluation language,organize experience exchange meetings among Chinese teachers,and improve the evaluation and assessment mechanism of Chinese classroom teaching. |
