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本文是一篇英语教学法论文，笔者认为教师课堂评价语贯穿整个教学过程，对学生的学习兴趣、学习态度以及认知发展有着重要的影响。学生作为教师在课堂上进行评价的对象，他们的参与程度是评估教学效果的关键指标,提高学生的有效参与是实现以学生为中心的重要举措。

Chapter 1 Introduction

1.1 Background of the Study

Since the 1980s, Educational evaluation has been paid attention to and developed gradually in our country. The outline for basic education curriculum reform(trial 2001) definitely indicates: “Curriculum evaluation plays a crucial role in the basic education curriculum reform. It not only focuses on students’ academic performance, but also focuses on discovering and cultivating students’ multi-faceted potential, satisfying individual development needs, and helping them to understand themselves and build self-confidence. Teachers are also encouraged to engage in self-reflection as part of the evaluation process, and their teaching quality is continuously raised by the involvement of various stakeholders, including principals, teachers, students, and parents in the joint review. The new curriculum reform promotes students’ active participation in the classroom and emphasizes them as the major group. Students are required to “be independent, cooperate and explore”; teachers are advocated to use more colorful evaluation language in class to improve students’ learning initiative and classroom efficiency, and build a positive classroom atmosphere. 

As far as the subject of English is concerned, the New English Curriculum Standards for Junior High School (Ministry of Education, 2012) emphasizes the importance of formative assessment. It is evident that the emphasis on procedural and summative evaluation in the teaching processes has shifted in the current evaluation of English classrooms. And a greater focus is placed on the immediate evaluation of language creation and building during the learning process for students. This can encourage students to participate in class, help them retain their excitement and confidence in their ability to study, and improve their contact with the teacher. As an important part of classroom language communication, teachers’ evaluation language can provide immediate feedback to students’ learning situation and help them adjust their learning strategies in time. 

1.2 Purpose of the Study

The main purpose of this study is to explore the correlation between the evaluation language used by junior high school English teachers in classroom teaching and students’ classroom participation. The research will focus on describing and analyzing the current situation of students’ behavioral participation, emotional participation and cognitive participation in junior middle school English classrooms. The frequency, types and characteristics of classroom evaluation language used by different teachers in different lesson types are aimed at revealing how different evaluation strategies affect students’ participation levels. Through the in-depth analysis of this correlation, this study is expected to provide strategic guidance for teachers to help them use evaluative language more effectively to promote students’ active participation, so as to improve the quality of classroom teaching and students’ learning results. In addition, this study also aims to provide a basis for educational decision makers to optimize the teaching evaluation system and promote the improvement and develop本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。