在高中语文教学过程中，恰当的课堂评价语可以促进学生的学习和发展， 提高课堂教学的整体效率，改善课堂教学的氛围，对教师和学生都有着重要的 意义。对于教师而言，课堂评价语受到教师专业素养、个人情感和人生经历的 共同影响，是教师理解自我和理解他人的一扇窗。名师的课堂评价语凝聚着他 们的经验与智慧。因此，通过研究那些在教育教学方面已经成熟的名师的课堂 评价语，了解其课堂评价语的运用规律，能够为正在成长中的一线教师提供有 益的帮助。 本研究主要运用文献研究法、案例研究法、观察法和内容分析法，对名师 的课堂评价语展开研究分析，以期为高中语文教师提供借鉴。全文主要内容如 下： 首先是绪论部分。在综述前人研究的基础上，确定本研究的研究目的，并 明确开展研究的具体方法。 第一章是研究设计。首先，对“课堂评价语”等核心概念进行界定。接着， 确定研究对象，阐述选择八位名师及其对应的课堂实录的依据。然后，从评价 形式、评价对象和评价功能三个维度对课堂评价语进行分类，编制了《高中语 文名师课堂评价语分类统计表》。 第二章是研究分析。首先，基于对名师课堂教学实录的统计结果，分析名 师课堂评价语的总体使用情况。接着，具体分析每一类评价语的使用情况，并 举出相应的例子。 第三章是研究结果的呈现。基于上一章的分析，归纳得出名师课堂评价语 的基本特点：形式丰富与风格独特相统一、关注个体与关注集体相统一、尊重 个性与启发引导相统一、思想性与审美性相统一。 第四章是研究结论。结合高中语文名师的生平资料，提出关于课堂评价语 使用的四点教学启示：积累语言，形成风格；了解学情，因材施评；注重方法， 启发引导；真诚交流，以情激情。

During the high school Chinese teaching process, appropriate classroom evaluation language can promote students' learning and development, enhance the overall efficiency of classroom teaching, improve the atmosphere of classroom teaching, which is of great significance to teachers and students. For teachers, classroom evaluation language is influenced by their professional quality, personal emotions, and life experiences, and it serves as a window for understanding oneself and others. The classroom evaluation language of renowned teachers embodies their experience and wisdom. Therefore, studying the classroom evaluation language of those renowned teachers who have matured in education and teaching, and understanding the rules of its application, can provide valuable assistance to teachers who are still growing.

This study mainly uses literature research, case study, observation, and content an alysis to conduct research and analysis on the classroom evaluation language of renow ned teachers, with the aim of providing references for high school Chinese teachers. The main content of the full text is as follows: The first part is the introduction. Based on a review of previous studies, the resea rch purpose of this study is determined, and the specific methods for conducting the re search are clarified.

Chapter One is the research design. First of all, the core concepts such as "classroom evaluation language" are defined. Then, the research object of this paper is determined, and expounds the basis for selecting eight renowned teachers and their corresponding classroom teaching records. Then, this study systematizes the classroom evaluation language from the three dimensions of evaluation form, evaluation object and evaluation function, and the "Classification Statistics Table of High School Chinese Teachers' Classroom Evaluation Language" is compiled.

Chapter Two is the research analysis. Firstly, based on the statistical results of various classroom evaluation language in the teaching records of renowned teachers, analyze the overall use of their classroom evaluation language. Next, analyze the usage II ABSTRACT of each type of evaluation language in detail and provide corresponding examples.

Chapter Three presents the research results. Based on the analysis of the previous chapter, the features of renowned teachers’ classroom evaluation language are summarized: a unity of rich forms and unique styles, a unity of focus on individuals and collective, a unity of respect for personality and guiding inspiration, and a unity of ideology and aesthetics.

Chapter Four is the research conclusion. Combining the biographical data of renowned Chinese teachers in senior high school, four teaching insights about the use of classroom evaluation language are proposed: adhere to reading and refine language; understand the learning situation and make comments according to their aptitude; focus on methods and provide guiding inspiration; engage in sincere communication and inspire with emotions.