当代中国教师课堂教学评价语研究:1990-2015年

Contemporary Chinese Teachers' Classroom Evaluation Language Study: 1990-2015

当代中国教师课堂评价语的研究起步于20世纪90年代,在2000年以后,相关研究逐渐增多,研究内容涵盖了教师课堂评价语的概念、分类、特征、作用、影响因素、问题及改进策略等方面,但研究过程中也存在缺少理论基础、研究较浅、各研究相互割裂等问题。未来教师课堂评价语的研究走向,一方面,受到基础教育课程改革浪潮的推动,另一方面,也是教师寻求专业发展的现实需要。尤其在现代教育观转型时期,教师课堂评价语也被赋予了现象学教育学的意蕴。

Contemporary Chinese teachers＇ classroom evaluation language study started in the 1990 s,later in2000,related studies gradually increased,which covers the concept of language teachers in classroom evaluation,characteristics,classification,function,influencing factors,issues and improving policies and so on,but there is a lack of studies about the theoretical foundation,lighter research and other issues of mutual split. The future study of teachers＇ classroom evaluation language,driven by the wave of basic education curriculum reform,and also the realistic needness of the teachers＇ professional development. Especially in the modern education transformation period,the teacher classroom evaluation language is some how endowed with the meaning of phenomenological pedagogy.