小學語文課堂教學評價語改進策略研究摘要語文課堂教學評價用語是老師對學生在課堂活動提供反饋的重要工具，是整個語文教學過程中不可或缺的一部分，對學生的成長與進步及教師專業(yè)能力的提高具有著重要的作用。然而，當前小學語文教師的課堂教學評價語仍存在著諸多問題，如：評價語單一籠統(tǒng)、缺乏情感、忽視個體差異、重結論輕過程、缺乏引導性與激勵性等，可以見得還應進一步提高語文教師教學評價語的運用能力，因此本研究將立足于小學語文教師課堂教學評價語言的現(xiàn)狀及問題，提出具有實際意義的改進策略，以優(yōu)化課堂教學效果，促進學生對知識的理解與吸收。本研究采用了案例分析法、文獻資料法、調查研究法對小學語文課堂教學評價語言展開研究，以了解小學語文課堂教學中評價語的現(xiàn)狀及存在的問題。并基于此分析研究教師應如何對學生做出及時、正確而有效的評價，即教師應做到：豐富評價語形式、評價語言應關注個體差異、學生為中心、增強評價語的情感性與激勵性、關注評價時機、建立多元化評價體系。關鍵詞：小學語文，評價語，改進策略ResearchontheImprovementStrategyofEvaluationLanguageinPrimarySchoolChineseClassroomTeachingSummaryAsanimportanttoolforteacherstoprovidefeedbackonstudents'classroomactivities,itisanindispensablepartofthewholeChineseteachingprocess,andplaysanimportantroleinthegrowthandprogressofstudentsandtheimprovementofteachers'professionalability.However,therearestillmanyproblemsintheclassroomteachingevaluationlanguageofprimaryschoolChineseteachers,suchas:singleandgeneralevaluationlanguage,lackofemotion,ignoringindividualdifferences,emphasizingconclusionsoverprocess,lackofguidanceandmotivation,etc.,itcanbeseenthattheabilityofChineseteacherstouseteachingevaluationlanguageshouldbefurtherimproved,sothisstudywillbebasedonthecurrentsituationandproblemsofclassroomteachingevaluationlanguageofprimaryschoolChineseteachers,andputforwardpracticalimprovementstrategiestooptimizetheclassroomteachingeffectandpromotestudents'understandingandabsorptionofknowledge.Inthisstudy,thecaseanalysismethod,theliteraturemethodandthesurveyresearchmethodwereusedtostudytheevaluationlanguageofprimaryschoolChineseclassroomteaching,soastounderstandthecurrentsituationandexistingproblemsofevaluationlanguageinprimaryschoolChineseclassroomteaching.Basedonthisanalysis,howteachersshouldmaketimely,correctandeffectiveevaluationofstudents,thatis,teachersshouldenrichtheformofevaluationlanguage,payattentiontoindividualdifferencesinevaluationlanguage,takestudentsasthecenter,enhancetheemotionandmotivationofevaluationlanguage,payattentiontoevaluationtiming,andestablishadiversifiedevaluationsystem.Keywords:PrimarySchoolChinese,EvaluativeLanguage,ImprovementStrategies目錄一、緒論 [9]?！庇谑墙處煈撝攸c關注學生的活動過程、探究過程，而不僅僅是最終的學業(yè)成果。這將幫助教師全面了解學生的發(fā)展需求，促進學生自我認知和自信心的建立。教師可以運用用成長記錄袋評價法。成長記錄袋的內容包括：能真實體現(xiàn)地學生學習歷程與成績的資料；印象最深的學習經驗；學生自認為滿意或成功的作品；老師和同學的評價；自我評價；學生的自我總結與反思等等。3.強化評價語的情感性與激勵性教學過程中，學生是學習的主體，教師在教學中起著引導作用。特別是小學生，他們的專注力比較弱。要讓他們始終保持高度集中的注意力并跟上老師的教學節(jié)奏，是有一定難度的，并且他們都熱切渴望得到老師的肯定，教師一句適時的鼓勵性評價就能讓他們臉上洋溢著笑容，并充滿著信心。當學生取得成績時，教師應該及時給予他們肯定和表揚。比方：在一年級識字課上，學生正確認讀較難生字“碧”，“哇！你一下子就認出了這個‘小難題’！‘碧’字是‘王+白+石’手拉手組成的，你不僅記住了它的‘長相’，還讀得又準又響亮，如果下次能試著用‘碧’說個詞，比如‘碧綠的草地’，你就升級為‘造句達人’啦！要不要試試看？”這些話語不僅是對學生成就的認可，也是對他們付出的努力和具備的才能的贊賞。評語不僅是對學生表現(xiàn)的一種評價，同時也表現(xiàn)了教師對學生的關愛與期望。故而在對學生進行評價時，要讓學生感受到自己被關注、被理解，讓學生感受到教師給予的關懷，進而加強師生之間的情感聯(lián)系。（四）建立多元化評價體系1.制定明確的評價目標和標準一方面，教師要明確評價目的與定位。語文評價應著眼于學生的全面發(fā)展，聚焦于語文核心素養(yǎng)，既要考察學生的知識掌握情況，也要注重其語言運用能力和思維品質的培養(yǎng)。另一方面，教師應注重評價標準的可操作性和可量化性，便于教師和學生理解和執(zhí)行。此外，應盡量采用量化指標，使評價結果更加客觀公正，并對學生提供針對性的反饋，真正實現(xiàn)“以評促學”。2.注重評價結果的反饋與應用評價作為連接“教”與“學”的橋梁，教師應該注重評價結果的反饋和利用。要讓學生和家長及時了解教學評價結果，并為他們提供相應性的學習建議。在應用評價結果時，教師需要將學生的表現(xiàn)轉化為教學調整的依據(jù)，舉例來說，發(fā)現(xiàn)多數(shù)學生在文言文虛詞理解上存在困難，可在后續(xù)課程中增加針對性訓練；若某個學生的作文立意新穎但語言欠規(guī)范，那么要為學生提供相關練習。

結論語文課堂教學評價是語文課堂教學的重要組成部分，可以幫助教師更好地掌握學生的學習狀況，使教學方法得到優(yōu)化、提升教學的整體質量。所以，教師能否使用恰當?shù)脑u價語對學生的成長起著至關重要的作用，本課題通過研究語文課堂教學評價語的現(xiàn)狀與當前存在的問題，對小學語文課堂教學評價語提出了一些改進策略。隨著新課程改革的推進，素質教育理念深入人心，教師需改進傳統(tǒng)的教育教學方式，堅持以學生為中心，對學生進行評價時也要秉持著“以人為本”的理念，運用有溫度、有深度、有針對性與激勵性的評價語，使學生受到啟發(fā)，取得進步，獲得成長同時還能推動教師教學能力的發(fā)展，最終實現(xiàn)教學相長。

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thedeepdiggingofevaluationresourcesinexistinginformationcanbeofgreatsignificancetotheconstructionofideology.Theapplicationofevaluationcriteriaintheevaluationtheorycanachievethestudyofevaluationunderdifferentculturalbackgrounds.Theevaluationtheorygraduallyobtainsnewmeaningsintheprocessofinterpersonalmeaningstudyandinterpersonalrelationshipdevelopment.Atthesametime,italsoprovidesacomprehensiveviewingangleforthereenrichmentandfoundationlyingofinterpersonalmeaningmodel.Interpersonalmeaningcomprehensivelyandcomprehensivelycoverstheconceptsofevaluationandnegotiationparticipation,anditisanewformexpressingtheattitudeandemotionvalueofsubjectsindiscourses.ThistheoryfirstappearedandwasusedinthespeciallanguageresearchprojectofAblesonandAbnerwhichwasconductedbetween1990and1992.Theevaluationtheoryisimportantlinguisticresource.Thediscussionfocusesonthenaturalnegotiationandcommunicationbetweentheauthor,discourseandspeaker.Itisanideologicalcommunicationprocessinwhichsubjectsinteractwitheachother.Ablesononcestatedthatevaluationresourcesaretheorientationofattitudeelaborationbasedonsemanticdivision,whichrequiresspeakersandnarratorstoexpresstheirviewsandattitudesdirectly.Preciselybecauseofthedifferencesbetweenindividuals'valuesandbeliefs,therearegreatdifferencesinthevaluejudgments.Differentreadingindividualsmayinterpretthesametextmessagedifferently,becauseindividualsgenerallyformssubjectivevaluejudgmentsbasedontheirownunderstanding.Theresearchonevaluationtheoryshowedthattheevaluationabilityandhabitsofanindividualaretheimportantmanifestationoftheindividual'sunderstandingoflanguageandsemanticmeaningaswellastheindividual'sexpressionpotential.Theevaluationmannerisacommonwaythattheparticipatingspeakerengageshimselfcommunicationsituations.AnIntroductiontoEvaluationandEvaluationTheoryTherearesignificantacademicdisagreementsanddivergentviewsontheunderstandinganddefinitionof"evaluation".LiXinyanandLiaoXu(2015)arguethattheprocessofevaluationiswhenindividualscompareandjudgesubjectivematters,withfinalresultsdirectlylinkedtotheevaluator'sworldviewandvalues.Itcanbeconventionalassessmentorfreeopinionsopposingthenorm.Evaluationservesasacommonwayforparticipatingspeakerstoengageindialogueandcommunicationcontexts,throughwhichtheyexpresstheirviewsandattitudesonissues.Therefore,anindividual'sverbalperformanceandchoicesarelargelyinfluencedbyideologicalconceptsandthesociallinguisticinformationenvironment.AccordingtoPengHuilan(2015),evaluationexpressesideasandcorrespondingattitudestowardsomethinginlinguisticformwhileconstructingpersonallinguisticrepresentationswithfixedspeechattitudes;itisattitudinalmeaninggeneratedduringinterpersonalmediationandroleadjustment.Thisshowsthatintheprocessofinformationtransmittersattheevaluationlevel(includingspeechsubjects,textsubjects,etc.)makingindividualjudgmentsaboutinformationreceivers(includingobjectsandevents),theyautomaticallyseeklike-mindedgroupstoformallianceswhileactivelydistancingthemselvesfromthosewithdifferingopinions.LiuShijun(2016)summarizesthatevaluationaddressestheessentialattributesandcharacteristicsofthings,definingitasacomprehensiveandcomplexcognitiveprocessandanorganicwholeintegratingsubjectiveevaluationwithevaluationcriteria.Evaluationisadynamicallychangingprocess:evaluationsubjectsandobjectsgraduallyshiftundertheinfluenceofsubjectivevariables,potentiallyleadingtoreconciliation.Thus,studyingevaluationrequiresafoundationinindividualvariablefactors,whileunderstandingtheunityofitselementsservesasthebasisforevaluativebehavior.Thenatureofevaluationalsoindicatesthatitisladenwithstrongsubjectivity,emotionalcolor,andindividualdifferences.Acomprehensiveunderstandingofevaluativebehaviorreliesondeepanalysisofwrittenstatementsanddiscourse,asminingevaluativeresourcesfromexistingmaterialsiscrucialforideologicalconstruction.Theapplicationofevaluationcriteriainevaluationtheoryenablescross-culturalresearchonevaluations,whilethetheoryitselfgainsnewsignificanceinstudyinginterpersonalmeaningandrelationshipdevelopment.Italsoprovidesacomprehensiveperspectiveforenrichingandfoundationalizinginterpersonalmeaningmodels.Interpersonalmeaningcomprehensivelyencompassesconceptsofevaluationandnegotiationparticipation,servingasanewformforexpressingsubjectiveattitudesandemotionalvaluesindiscourse.ThetheoryfirstemergedinspeciallanguageresearchprojectsbyAblesonandAbnerbetween1990and1992.Asavitallinguisticresource,itfocusesonnaturalnegotiationandcommunicationamongauthors,discourses,andspeakers—aprocessofideologicalinteractionbetweensubjects.Ablesonhasstatedthatevaluativeresourcesareattitudinalorientationbasedonsemanticcategorization,requiringspeakersandnarratorstodirectlyexpresstheirperspectives.Duetodifferencesinindividualvaluesandbeliefs,valuejudgmentsvarywidely:differentreadersmayinterpretthesametextdifferently,aspeopletypicallyformsubjectivejudgmentsbasedonpersonalunderstanding.Evaluationtheoryresearchshowsthatanindividual'sevaluationabilityandhabitsreflecttheirlinguistic/semanticcomprehensionandexpressivepotential.Evaluationmethodsrepresentacommonmeansforparticipatingspeakerstoengageintheirowncommunicationcontexts.AReviewofTheoreticalResearchonChineseLanguageTeachingEvaluationTherearesignificantacademicdisagreementsanddivergentviewsontheunderstandinganddefinitionof"evaluation".LiXinyanandLiaoXu(2015)arguethattheprocessofevaluationiswhenindividualscompareandjudgesubjectivematters,withfinalresultsdirectlylinkedtotheevaluator'sworldviewandvalues.Itcanbeconventionalassessmentorfreeopinionsopposingthenorm.Evaluationservesasacommonwayforparticipatingspeakerstoengageindialogueandcommunicationcontexts,throughwhichtheyexpresstheirviewsandattitudesonissues.Therefore,anindividual'sverbalperformanceandchoicesarelargelyinfluencedbyideologicalconceptsandthesociallinguisticinformationenvironment.AccordingtoPengHuilan(2015),evaluationexpressesideasandcorrespondingattitudestowardsomethinginlinguisticformwhileconstructingpersonallinguisticrepresentationswithfixedspeechattitudes;itisattitudinalmeaninggeneratedduringinterpersonalmediationandroleadjustment.Thisshowsthatintheprocessofinformationtransmittersattheevaluationlevel(includingspeechsubjects,textsubjects,etc.)makingindividualjudgmentsaboutinformationreceivers(includingobjectsandevents),theyautomaticallyseeklike-mindedgroupstoformallianceswhileactivelydistancingthemselvesfromthosewithdifferingopinions.LiuShijun(2016)summarizesthatevaluationaddressestheessentialattributesandcharacteristicsofthings,definingitasacomprehensiveandcomplexcognitiveprocessandanorganicwholeintegratingsubjectiveevaluationwithevaluationcriteria.Evaluationisadynamicallychangingprocess:evaluationsubjectsandobjectsgraduallyshiftundertheinfluenceofsubjectivevariables,potentiallyleadingtoreconciliation.Thus,studyingevaluationrequiresafoundationinindividualvariablefactors,whileunderstandingtheunityofitselementsservesasthebasisforevaluativebehavior.Thenatureofevaluationalsoindicatesthatitisladenwithstrongsubjectivity,emotionalcolor,andindividualdifferences.Acomprehensiveunderstandingofevaluativebehaviorreliesondeepanalysisofwrittenstatementsanddiscourse,asminingevaluativeresourcesfromexistingmaterialsiscrucialforideologicalconstruction.Theapplicationofevaluationcriteriainevaluationtheoryenablescross-culturalresearchonevaluations,whilethetheoryitselfgainsnewsignificanceinstudyinginterpersonalmeaningandrelationshipdevelopment.Italsoprovidesacomprehensiveperspectiveforenrichingandfoundationalizinginterpersonalmeaningmodels.Interpersonalmeaningcomprehensivelyencompassesconceptsofevaluationandnegotiationparticipation,servingasanewformforexpressingsubjectiveattitudesandemotionalvaluesindiscourse.ThetheoryfirstemergedinspeciallanguageresearchprojectsbyAblesonandAbnerbetween1990and1992.Asavitallinguisticresource,itfocusesonnaturalnegotiationandcommunicationamongauthors,discourses,andspeakers—aprocessofideologicalinteractionbetweensubjects.Ablesonhasstatedthatevaluativeresourcesareattitudinalorientationbasedonsemanticcategorization,requiringspeakersandnarratorstodirectlyexpresstheirperspectives.Duetodifferencesinindividualvaluesandbeliefs,valuejudgmentsvarywidely:differentreadersmayinterpretthesametextdifferently,aspeopletypicallyformsubjectivejudgmentsbasedonpersonalunderstanding.Evaluationtheoryresearchshowsthatanindividual'sevaluationabilityandhabitsreflecttheirlinguistic/semanticcomprehensionandexpressivepotential.Evaluationmethodsrepresentacommonmeansforparticipatingspeakerstoengageintheirowncommunicationcontexts.ProspectsforTheoreticalResearchonChineseLanguageTeachingEvaluationPangWeixian(2015)pointsoutthattheexpansionofevaluationtheoryininterpersonalmeaningmainlyreliesonsystemicfunctionaltheory,whichhelpsfullyexplainthemorphologicalsignificanceofevaluationtheoryininterpersonalmeaning.Researchonevaluationtheorywillreceiveincreasingattentioninthefuture,andthusitsdevelopmentspacewillfurtherexpand.Thedeepeningofresearchinthefieldofevaluationtheoryandtheexpansionofitsapplicationscopehavepromotedtheinnovationofcomprehensivecontentandthereshapingoftheoreticalframeworksinmanyfieldssuchastranslationanddiscourseanalysis.Itisexpectedthattheevaluationtheoryoflanguageteachingwillfurtherpenetrateintotheteachingofdisciplinessuchasforeignlanguagesinthefuture,andtheprospectsfortheoreticalapplicationwillbemorepromising.AimingatthelimitationsofthecurrentoverallresearchonChina'slanguageevaluationtheory,itisnecessarytopromotetheoreticalapplicationandresearchthroughtheinnovativecombinationofmultipleresearchmethods.Adoptingacorpus-basedapproach,integratingtheevaluationsystemwithcomparison,translation,andanalysiscaneffectivelyexpandtheresearchscopeofdisciplinesrelatedtotheevaluationsystem.Inthefuture,corpus-basedevaluationtheorywillbecombinedwithcomparativeanalysis.Differenttypesofcorporashouldbeusedtoachievemulti-angleandmulti-levelanalysis,andthencombinedwithdifferentevaluationmethodssuchasgrammar,vocabulary,anddiscoursetomaketheapplicationdistributionandfrequencyacrossdifferentcarriersmorescientific.Intheprocessoforalcommunicationandwrittenlanguageuse,itisnecessarytosummarizerepresentativepatternstostrengthenthedistributionregularityofevaluationmeansacrossdifferentstylisticgenres.Atthesametime,differentiatedevaluationmethodsandmeansshouldbeappliedtothesameworkcreatedbyauthorsofdifferentgendersandagestounderstandtheirsimilaritiesanddifferences.Inthefuture,therelationshipamongevaluation,evaluationsubjects,andevaluationcriteriawillbecomecloser.Asmanyfactorsinfluencetheformulationofevaluationcriteria,itisnecessarytofullyrecognizetheevaluationdifferencescausedbyvariationsinroles,perspectives,andindividualideologies.Therefore,authorsandtranslatorsneedtoadoptscientificevaluationmethodstoimprovesystematicandcomprehensiveevaluation.Futureevaluationtheorywillbeintegratedwithfunctionallinguistics,corpuslinguistics,translationstudies,andcomparativelinguisticstobuildasystematicevaluationsystem.ThisisnotonlyofprofoundsignificancefordeepeningandexpandinglanguageevaluationtheorybutalsoprovidesguidanceforChineselanguageevaluation.Inthefuture,evaluationtheorywillbewidelyappliedinmanyfieldssuchaslanguageteaching,translation,orallanguage,andlanguageacquisition.Asmentionedabove,forthefutureapplicationoftheevaluationsystem,researchonevaluationneedstobebasedonindividualvariablesofevaluationfactors,whilerecognizingthattheunityofvariouselementsinevaluationisalsothefoundationofevaluationbehavior.Fromthenatureandattributesofevaluation,itcanbeseenthatevaluationbehaviorisaprocesswithstrongsubjectivity,emotionalcolor,andsubjectivedifferences.Adeepunderstandingofwrittenstatementsandparagraphsiscrucialforacomprehensiveunderstandingofevaluationbehavior,anddeeplyminingevaluationresourcesinexistinginformationisofgreatsignificanceforideologicalconstruction.ConclusionInsummary,thispaperfirststudiesthesystemofevaluationtheory,thenreviewsthecurrentstatusandexistingproblemsoftheoreticalresearchonlanguageteachingevaluationbasedonclearconcepts.Finally,theauthorforecaststhefuturedevelopmenttrendsofevaluationtheory.Theauthoralsoproposesthatcorpus-basedevaluationtheorywillbecombinedwithcomparativeanalysisinthefuture.Thisstudyhascertainuniquenessindisciplinaryinnovationandbelongstointerdisciplinaryresearch.Throughsufficientdescriptionandreasonableanalysis,itscientificallypredictsthedevelopmentdirectionofevaluationtheory.Multi-typeandmulti-levelcomparativeanalysiscanberealizedthroughlanguagedatabases,andthisevaluationmethodismoreconducivetoimprovingthescientificityofevaluation.Atthesametime,corpusresearchmethodscanalsobecombinedwithtranslationresearch.ThereviewandprospectofthetheoreticalresearchonChina'slanguageteachingevaluationhelpgivefullplaytotheguidingandsupportingroleoftheoryinpractice.REFERENCES[1]LiJiangnan,HeMiao.ReferenceandReflectionsofEnglishTeachingResearchonCurrentSoutheastAsianLanguageTeaching[J].JournalofKunmingMetallurgyCollege,2016,32(06):44-47.[2]ZhaoXuemei.FeasibilityofApplyingEvaluationTheoryintoOralEnglishTeaching[J].Brand,2015,(01):217-218.[3]LuAihua.AnalysisandEvaluationofEnglishTextbookatHomeandAbroad--SuggestionsontheEvaluationofEnglishTeachingMaterials[J].JournalofTheChineseSocietyofEducation,2012,(S2):232-233.[4]WenXuemei,YangXiaojun.ReviewandProspectoftheResearchonDomesticLanguageTeachingEvaluationTheory[J].JournalofEducationalScienceofHunanNormalUniversity,2011,10(06):103106.[5]WuXiulan.ReviewofApplicationofFormativeAssessmentinForeignLanguageTeachinginChineseUniversities[J].ForeignLanguageWorld,2008,(03):91-96.[6]KongWen,ZhangShoujin,LiQinghua.DevelopingLinguisticBehaviorTesting—AReviewofForeignStudies[J].JournalofModernForeignLanguages,2007,(02):200-208+220.中國語言教學評價理論研究綜述與展望饒玉芳武漢理工大學武漢430070摘要—本文首先在分析基本概念的基礎上，對語言教學“評價”的定義進行了簡要概述，然后總結了語言評價的理論內容和理論體系。通過梳理當前我國國內語言教學評價體系的主要研究特點和存在的實際問題，提出了一種通過語言文庫進行多類型、多層次的比較分析，有助于提高評價的科學性，并將語料庫的研究方法與翻譯研究相結合。對家國語言教學評價理論研究的回顧與展望，有助于充分發(fā)揮理論在實踐中的指導和支持作用。關鍵詞——語言教學評價理論;審查和展望;比較分析一、引言根據(jù)從人類語言的角度進行特征分析，可以發(fā)現(xiàn)描述和評價是基本要素。描述主要是指人類最初通過簡單的符號來表達對世界的概念認知和描繪;判斷主要是指一個人作為一個個體根據(jù)不同的特質進行的主觀價值判斷。評價主要是指基于語言和基于文本的核心含義的理解。評價在個人之間的交流和溝通中是必不可少的。它是判斷和理解人際關系的社會意義和價值的主要因素，也是研究的重要組成部分。提出語言評價理論的主要目的是建立和發(fā)展語言價值判斷系統(tǒng)。筆者從對基本概念的分析入手，在總結語言評價的理論內容和體系之前，簡要介紹了語言教學“評價”的定義。通過回顧我國目前國內語言教學評價體系（以下簡稱評價體系）的主要研究特點和存在的實際問題，提出了一種通過語言文庫進行多類型、多層次的比較分析。二、評價與評價理論簡介關于“評價”的理解和定義學術界分歧很大，觀點也大相徑庭。李欣燕和廖旭（2015）認為，評價的過程是個體比較和判斷主觀事務的過程。最終的評估結果與評估對象的世界觀和價值觀直接相關。它可以是遵循慣例的評估，也可以是反對普通的自由意見。評價方式是參與的演講者參與對話和交流情境的一種常見方式，然后演講者表達自己對問題的看法和態(tài)度。因此，個體的言語表現(xiàn)和選擇在很大程度上受到意識形態(tài)概念和社會語言信息環(huán)境的影響。根據(jù)彭慧蘭（2015）的觀點，評價以語言的形式表達對某物的想法和相應的態(tài)度，同時以固定的言語態(tài)度構建個人的語言表象;它是在人際中介和角色調整過程中產生的態(tài)度意義。由此可見，在評價層面的信息傳遞者（包括言論主體、文字主體等）對信息接收者（包括實物和事件）進行個體評判的過程中，他/她會自動尋找有共識的群體結成聯(lián)盟，同時主動與持不同意見的人保持距離。劉世軍（2016）總結和評價了事物的本質屬性和本質特征。他認為，評價屬于一個全面而復雜的認知理解過程，也是主體評價與評價標準融為一體的有機整體。評估是一個動態(tài)變化的過程。評價主體和評價客體在主觀變化因素的影響下逐漸發(fā)生變化，最終可能被調和。因此，評價的研究需要以評價因素的個體變量為基礎，同時，對評價中各要素統(tǒng)一性的認識也是評價行為的基礎。評價的性質和屬性也表明，評價行為是一個具有強烈主觀色彩、情感色彩和主觀差異。全面了解評價行為離不開對書面陳述和段落的深刻理解，深入挖掘現(xiàn)有資料中的評價資源，對思想建設具有重要意義。評價標準在評價理論中的應用可以實現(xiàn)對不同文化背景下的評價的研究。評價理論在人際意義研究和人際關系發(fā)展的過程中逐漸獲得新的意義。同時，也為人際意義模型的再充實和基礎奠定提供了一個全面的視角。人際意義全面而全面地涵蓋了評價和談判參與的概念，是表達話語中主體態(tài)度和情感價值的一種新形式。該理論首次出現(xiàn)并被用于Ableson和Abner在1990年至1992年間進行的特殊語言研究項目。評價理論是重要的語言資源。討論的重點是作者、話語和演講者之間的自然協(xié)商和交流。這是一個主體相互互動的意識形態(tài)交流過程。Ableson曾表示，評價資源是基于語義劃分的態(tài)度闡述方向，它要求說話人和敘述者直接表達自己的觀點和態(tài)度。正是因為個體的價值觀和信仰存在差異，所以價值判斷存在很大差異。不同的閱讀者對同一條短信的解讀可能不同，因為個人通常會根據(jù)自己的理解形成主觀價值判斷。評價理論研究表明，個體的評價能力和評價習慣是個體對語言和語義的理解以及個體表達潛力的重要表現(xiàn)。評估方式是參與的演講者參與自身交流情境的一種常見方式。三、中國語言教學評價理論研究綜述Weier（2015）認為，系統(tǒng)語言學理論中的一些內容表明，人際意義的基礎和靈魂要素在于語氣。然而，WeiTing（2016）指出，在比較分析的語境下，可以理解語言評價的內在意義，而語言對人際地位的影響則不能忽視。與評價意義系統(tǒng)相關的理論主要是詹姆斯在1980年代后期開創(chuàng)的理論系統(tǒng)。該系統(tǒng)自建立以來，在語言學術領域引起了廣泛關注和熱烈討論。目前，它已逐漸發(fā)展成為語言學研究中系統(tǒng)函數(shù)的熱門話題。目前，我國學者對這一理論的研究大致可分為兩類：理論研究和應用研究理論研究主要集中在理論功能的評價及其實用價值和意義上（WangHuazhen，2015;GuoHaoran，2015;馬林偉，