更新时间：11-15 （白鲸）提供原创文章
Abstract: Teachers use classroom language correctly will affect the students' perception of teachers as well as students' learning attitude and enthusiasm for the subject. Therefore, teachers should pay more attention to use appropriate words in the evaluation of students so that it will not hit the students' learning passion. The focus of the study is mainly on gender differences in teachers to analyze their differences in the evaluation of students and the different effects of using different evaluative utterances on students' learning. Study finds that male teachers are mostly using “order and correction” evaluation of speech acts, and it not only can highlight the teacher professional knowledge level and quality, but also can better guide the students to a deeper level of learning; And female teachers take advantages of using emotion-oriented evaluative speech acts to communicate with students more easily in the classroom teaching. At the same time, according to the questionnaire survey, the results have revealed that “order and correction” is considered as the most effective type by most students, and this paper presents strategies to improve the effectiveness of classroom teaching evaluation.
Key words: Classroom assessment; Gender-related differences; Teacher talk
CONTENTS
Abstract
摘要
1. Introduction.1
2. Literature Review2
2.1 Speech Acts and Composition of Classroom Evaluation
2.2 Gender Differences in Verbal Communication
2.3 Gender Differences in Classroom Feedback
3. Investigation and Analysis of Teachers' Classroom Evaluation5
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Objects
3.1.3 Research Methods
3.2 Analysis and Discussion of the Research Results
3.2.1 Teachers’ Gender Differences
3.2.2 Students’ Expectation
4. The Strategies to Improve the Effectiveness of Classroom Evaluation.10
4.1.1 Internal Strategy
4.1.2 External Strategy
5. Conclusion12
Appendix .13
(1)Questionnaire for Middle School Students
(2)Classroom observation notes
(3)Interview outline
Bibliography.16
Acknowledgements17