| Acknowledgements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| Chapter 1 Introduction | 第11-16页 |
| 1.1 Background of the Study | 第11-13页 |
| 1.1.1 Requirements of the New Curriculum Reform | 第11页 |
| 1.1.2 Requirements of English Curriculum Standard | 第11-12页 |
| 1.1.3 Requirements of Teachers’ Professional Development | 第12页 |
| 1.1.4 Appeal of Educational Practice | 第12-13页 |
| 1.2 Purpose of the Study | 第13-14页 |
| 1.3 Significance of the Study | 第14页 |
| 1.3.1 Theoretical Significance | 第14页 |
| 1.3.2 Practical Significance | 第14页 |
| 1.4 Overall Structure of the Thesis | 第14-16页 |
| Chapter 2 Literature Review | 第16-22页 |
| 2.1 Overseas Studies on Teachers’ Classroom Evaluation Language | 第16-18页 |
| 2.2 Domestic Studies on Teachers’ Classroom Evaluation Language | 第18-21页 |
| 2.3 Enlightenment from the Existing Research | 第21-22页 |
| Chapter 3 Overviews of Senior High School English Teachers’ Classroom Evaluation language | 第22-30页 |
| 3.1 The Statements of Related Concepts | 第22-23页 |
| 3.1.1 Classroom Evaluation | 第22-23页 |
| 3.1.2 English Teachers’ Classroom Evaluation Language | 第23页 |
| 3.2 Theoretical Basis of Classroom Evaluation Language | 第23-26页 |
| 3.2.1 Multiple Intelligences Theory | 第23-25页 |
| 3.2.2 Constructivism | 第25-26页 |
| 3.3 Classification of English Teachers’ Classroom Evaluation Language | 第26-27页 |
| 3.3.1 Evaluation Language of knowledge… | 第26-27页 |
| 3.3.2 Evaluation Language of Ability | 第27页 |
| 3.3.3 Evaluation Language of Emotion and Attitude | 第27页 |
| 3.4 Functions of English Teachers’ Classroom Evaluation Language | 第27-30页 |
| 3.4.1 Function of Feedback | 第28页 |
| 3.4.2 Function of Diagnosis | 第28页 |
| 3.4.3 Function of Encouragement | 第28-29页 |
| 3.4.4 Function of Enlightenment | 第29-30页 |
| Chapter 4 Research Design | 第30-39页 |
| 4.1 Research Questions | 第30页 |
| 4.2 Research Subjects | 第30-34页 |
| 4.2.1 Subjects of Questionnaire | 第30-33页 |
| 4.2.2 Subjects of Interview | 第33-34页 |
| 4.2.3 Subjects of Classroom Observation | 第34页 |
| 4.3 Research Instruments | 第34-37页 |
| 4.3.1 Classroom Observation | 第34-35页 |
| 4.3.2 Questionnaire | 第35-37页 |
| 4.3.3 Interview | 第37页 |
| 4.4 Research Procedure | 第37-39页 |
| Chapter 5 Data Collection and Discussions | 第39-62页 |
| 5.1 Results and Discussions of the Questionnaires | 第39-46页 |
| 5.2 Results and Discussions of the Interviews | 第46-51页 |
| 5.2.1 The Results and Discussions of Teachers’ Interview | 第47-49页 |
| 5.2.2 The Results and Discussions of Students’ Interview | 第49-51页 |
| 5.3 Results and Discussions of Classroom Observations | 第51-55页 |
| 5.4 Problems of Senior High School English Teachers’ Classroom Evaluation L a n g u a g e . . . . . . . . . … … … … … … . . . … … … … … … … … … … … … … … … … 4 | 第55-58页 |
| 5.4.1 Too Much Emphasis on Evaluation Language of Knowledge | 第56-57页 |
| 5.4.2 Too Superficial Use of Evaluation Language of Ability | 第57页 |
| 5.4.3 Too Monotonous Use of Evaluation Language of Emotion and Attitude | 第57-58页 |
| 5.5 Main Causes of the Problems | 第58-62页 |
| 5.5.1 The Misunderstanding of Teachers’ Educational Concept… | 第58-60页 |
| 5.5.2 The Lack of Teachers’ Self-promotion Consciousness | 第60-62页 |
| Chapter 6 Recommendations for the Study | 第62-70页 |
| 6.1 Applying the Principle in the New Curriculum Standard | 第62-67页 |
| 6.1.1 Applying the Principle of Development | 第62-64页 |
| 6.1.2 Applying the Principle of Process | 第64-65页 |
| 6.1.3 Applying the Principle of Difference | 第65-67页 |
| 6.2 Expanding the Reserve of Teachers’ Evaluation Language and Improving Teachers’ Evaluation Skills | 第67-70页 |
| 6.2.1 Reading Reference Books | 第67页 |
| 6.2.2 Full Preparation Before Class | 第67-68页 |
| 6.2.3 Observing Carefully in Class | 第68页 |
| 6.2.4 Increasing the Communication between Teachers | 第68-70页 |
| Chapter 7 Conclusion | 第70-72页 |
| 7.1 Major Findings | 第70-71页 |
| 7.2 Implication of the Study | 第71页 |
| 7.3 Limitations | 第71-72页 |
| Biliography | 第72-75页 |
| Appendix | 第75-80页 |
