核心素养导向下初中语文教师课堂评价语的困境与突破

The Dilemma and Breakthrough of Classroom Evaluation Language of Junior High School Chinese Teachers under the Guidance of Core Literacy

摘要: 具备评价素养是教师有效使用评价语言的前提，而教师课堂评价语的运用是教师评价素养水平的外化。基于此，从教师课堂评价语的价值取向出发，发现教师课堂评价语存在的问题如下：存在较少体现本学科话语特点；内容简单泛化，缺乏情感；评价关注结果，未能体现促进功能的问题。并提出以下建议：教师课堂评价语应注重学科话语的运用，体现学科特色；丰富教师课堂评价语内容，关注学生的情感体验；提升教师反思意识，关注评价过程。以期提升教师的评价素养和课堂评价语能力，从而促进学生核心素养的生成。

Abstract: Evaluation literacy is the prerequisite for teachers to effectively use evaluation language, and the use of evaluation language in classroom is the externalization of teachers’ evaluation literacy level. Based on this, starting from the value orientation of teachers’ classroom evaluation language, the realistic dilemma of teachers’ classroom evaluation language is found as follows: there are few discourse characteristics of the subject; The content is simple and generalized, lacking emotion; The evaluation focused on the failure of the results to reflect the facilitation function. The following suggestions are put forward: Teachers’ classroom evaluation language should pay attention to the use of subject discourse and reflect subject characteristics; Enrich the content of teachers’ classroom evaluation language and pay attention to students’ emotional experience; Improve teachers’ reflection consciousness and pay attention to the evaluation process. In order to improve teachers’ evaluation quality and classroom evaluation language ability, so as to promote the generation of students’ core literacy.