【作者】 任红霞；

【导师】 张永祥；

【作者基本信息】 西北师范大学 ， 教育， 2014， 硕士

【摘要】 教师评价行为是指教师在课堂教学中，针对学生在学习过程中的认知状态、思维状态、参与状态、作业情况、纪律表现、学习习惯、情感态度及学习达成状态等方面做出的言语及非言语上的判断。教师的评价行为也是教师在课堂教学过程中所使用的一种行之有效的调控手段，贯穿于整个课堂教学始终。但在实际教学操作过程中却没有得到教师的应有重视，一般语文教师比较关注自己的课堂导入与提问方式，对自身的评价行为却没有做过多的研究，对评价的功能与作用也认识不清，以至于在实际语文课堂教学中教师评价行为出现了很多问题，对学生的语文学习及身心发展造成了一定的消极影响。因此，改进与完善初中语文课堂教学中教师评价行为势在必行。本研究在笔者查阅文献资料的基础上，以加德纳的多元智能理论、班杜拉的自我效能感、建构主义及语文课程与教学理论为支撑，界定了教师评价行为的相关概念，并对教师评价行为进行了维度划分。通过问卷调查、教师访谈及深入课堂教学实践等方法，发现当前在新课改的影响下初中语文课堂教学中教师评价行为得到了一定的改善，但还存在许多问题：第一，教师评价意识不强，评价流于形式；第二，教师评价指标单一，评价内容浅显；第三，教师评语简要生硬，体现不出语文课程特点；第四，评价形式单一，多种评价形式不能统筹兼顾；第五，评价不公现象时有发生，对中等生关注不够。这诸多问题引发了笔者对此反思、探究。最后，笔者针对所存在的问题及影响因素，提出了优化初中语文教师评价行为的策略。首先，语文教师要积极转变评价观念，重视自身的评价行为；其次，语文教师要抓住语文课程的本体特点，努力凸显语文的言语性、思维性、审美性；再次，语文教师要着力提升自己的言语能力、应变能力、文本解读能力及倾听理解能力；第四，语文教师要坚持多元化的评价取向，使多种评价形式统筹兼顾，协调发展。最后，语文教师在课后要及时反思自身的评价行为。更多还原

【Abstract】 Teacher evaluation behavior refers to the teacher in the classroom instruction, inview of the students in the learning process of cognitive state, state of mind, toparticipate in state, operation condition, discipline, performance, learning habits,emotional attitude and make learning to reach a state of the verbal and nonverbaljudgment. The evaluation of teachers’ behavior is also used in the process of teachersin classroom teaching a kind of effective means of control, throughout the classroomteaching. But not in the actual teaching process should be appreciated by the teacher,the language teacher compared commonly concerned question way, their classroomimport and behavior to the evaluation of their own, but I did not do too much research,to evaluate the function and role, know not clear, so that in the actual languageclassroom teaching, teachers’ evaluation behavior appeared many problems in thestudents’ language learning and development of body and mind caused some negativeeffect. Therefore, to improve and perfect Chinese classroom teaching in junior middleschool teachers’ evaluation behavior is imperative.In this study the author on the basis of the literature data, with Gardner’s theoryof multiple intelligences, bandura’s self-efficacy, constructivism, and Chinesecurriculum and teaching theory as the support, defines the related concepts ofteachers’ evaluation behavior, and the teachers’ evaluation behavior dimensions.Through questionnaires, interviews and teachers into the classroom teaching methods,such as found in the current new curriculum reform in Chinese classroom teaching injunior middle school under the influence of teachers’ evaluation behavior obtained thecertain improvement, but still exist many problems: first, the teacher evaluationconsciousness is not strong, evaluation become a mere formality; Second, the teachersingle evaluation index, evaluation content is superficial; Third, the teacher reviewsbriefly curt, couldn’t reflect the characteristics of Chinese curriculum; Fourth, singleevaluation form, evaluation forms are not balanced; Fifth, evaluate the unfairphenomenon occurs frequently, to moderate enough attention. Many problems thatcaused the author in this reflection, explored.Finally, the author aimed at the existing problems and the influencing factors,and put forward the optimization of junior middle school language teacher evaluationbehavior strategy. First of all, the language teacher should actively change theevaluation ideas, take own evaluation behavior; Second, the language teacher shouldseize the ontology of Chinese curriculum characteristic, efforts to highlight the wordsof the language, thinking and aesthetic; Again, the words of the language teachersshould strive to improve their ability, strain capacity, ability of text reading andlistening comprehension ability; Fourth, the language teacher should adhere to thediversified evaluation orientation, make many kinds of evaluation form balanced andcoordinated development. In the end, the language teacher after class to reflect ontheir own in time evaluation.更多还原