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4.5 The Classroom Evaluation Words Full of Sincerity 16
V. Conclusion 17
Bibliography 19
Acknowledgements 20
The Study on the Art of English Classroom Evaluation Words
I. Introduction
With the implementation of new curriculum reform, classroom teaching evaluation has become the focus of education again, it impacts the barriers of traditional education, refreshes the old concept, and also plays more and more important role in the classroom. However, in the current student evaluation research field, more people study the macro- level evaluation of students, and focus on formative evaluation and summative evaluation, relative evaluation and absolute evaluation, but often ignore microscopic evaluation of students and the details of evaluation — the most frequently used words of evaluation in the educational activities. Classroom evaluation words are a full display of teachers’ oral skills, teaching tact and wisdom and a wonderful art which can let students actively participate in the classroom teaching activities. The significance of the study on classroom evaluation words in English classroom plays the indispensable roles in the students’ learning process, because teachers utilize appropriate evaluation words which can reveal teachers’ cultural profound cultural connotation，strong magnetic personality and deep love for the students, also better reflect the teachers’ teaching quality, the ability of controlling the students in the classroom and sensitivity of the class teaching, etc. can make students result in the feeling of the positive thinking and emotion and create a harmonious and interactive teaching environment.
Ralpf.Tayler, a famous American educator, first proposed educational evaluation theory and was called the father of the educational evaluation in 1930s. In the late 1980s, American educational evaluation experts Guba and Lincoln put forward the idea of “the fourth generation of educational evaluation”. Then American evaluation scholars Grant Wiggins first proposed “authentic assessment”. In China, people have been focusing on the evaluation of classroom teaching and have realized the importance of classroom feedback in time with the reform of classroom teaching since the 1980s. Some famous scholars Zhang Hong, Huang Leilei, Yang Haiyan have proposed their own opinions about classroom evaluation words. Having scanned the literature date at home and abroad, the author finds that there are few achievements of research on teachers’ evaluation behavior especially on teachers’ words of evaluation in the teaching process. The existing study addressed teachers’ evaluation behavior only from a certain side or from a certain angle, lacking a system of research on teachers’ evaluation behavior, a comprehensive description and analysis. So far many contents and problems concerning teachers’ evaluation behavior have not been found. Exactly speaking, many research studies，especially at home，are just teachers’ personal experience and lessons summarized from teaching, which is lacking in rational knowledge of teachers’ evaluation behavior. Therefore，this is where the difficulty of this study lies，meanwhile，it illustrates the value of this research topic.
The paper consists of five parts. In the first part, the paper gives a brief introduction about the topic. In the second part, the paper introduces the positive and negative effect of the classroom evaluation words in English classroom. In the third part, the paper introduces the existing problems of the current classroom evaluation words in English classroom. In the fourth part, the paper provides some corresponding countermeasures to deal with the problems. In the last part, the paper makes a conclusion about the main content of the topic.
II. The Effect of the Teacher Evaluation Words