初中英语教师课堂评价语的有效性研究——以第十三届初中英语优质课大赛为例
A Study on the Effectiveness of Classroom Evaluation for Junior Middle School English Teachers—Taking the 13th Junior High School English Quality Class Competition as an Example

本研究以第十三届初中英语优质课中的五位教师为例，通过课堂观察发现，教师大量使用课堂评价语有利于促使其角色由“灌输者”向“促进者”转化；教师所使用的评价语有效但有效性偏低；评价语在使用类型上严重失衡，教师多倾向于使用重复型和鼓励型评价语。针对研究中发现的问题，本文以不同评价语为基点，给出了提高课堂评价语有效性的建议。
This study takes the five teachers in the 13th junior high school English quality class as an example, through classroom observation, teachers’ use of classroom evaluation language is conducive to promote their role from “indoctrination” to “promoter”; the evaluation language used by teachers is effective but effective; evaluation language is seriously imbalance in use type, teachers tend to use repetitive and encouraging evaluation language. In view of the problems found in the research, this paper gives suggestions to improve the effectiveness of classroom evaluation language based on different evaluation languages.