初中生英语自我效能感是影响初中生英语成绩的重要因素，初中生英语课堂评价方式是影响初中生英语自我效能感的因素之一。因此改善初中生英语课堂评价方式有益于提高初中生英语自我效能感，有益于提高初中生的英语学习成绩，进而提高初中英语教学质量。本研究旨在通过研究初中生自我效能感的发展情况和初中生英语课堂评价方式的运用情况以及两者间的关系，丰富自我效能感的理论研究，服务于教育实践。本研究共用两份问卷，一份是初中生英语自我效能感问卷，该问卷分为4个维度，即学科能力感、挫折效能感、目标自信感和策略使用感。另一份是初中生英语课堂评价方式问卷，该问卷分为三个维度，分别为表扬性评价、鼓励性评价和消极性评价。两份问卷均具有良好的信度和效度。研究结果表明：初中生英语自我效能感存在显著的城乡差异、性别差异。城区初中生的英语自我效能感显著高于农村学生，但在策略使用感这一因子上城乡无显著差异。女生自我效能感及其内部四个因子均显著高于男生。在年级差异上，挫折效能感这一因子初一显著高于初二，初中生英语自我效能感和其它三个因子无显著年级差异。自我效能感在城乡和年级间有交互作用。初中生英语课堂评价方式存在显著的城乡差异和性别差异。城区初中生感受到的表扬性评价显著高于农村初中生，女生在表扬性评价、消极性评价、课堂评价总分三个方面显著高于男生。初中生英语课堂评价总分存在显著年级差异，初三学生显著高于初一学生。初中生英语自我效能感与初中生英语课堂评价方式之间存在显著相关。其中表扬性评价方式相关度最大，其次为鼓励性评价方式，最后为消极性评价方式。回归分析表明表扬性评价方式、城乡、性别和鼓励性评价方式是初中生英语自我效能感的预测变量。

Middle school students’ English self-efficacy is one of the influence factors which affects students’ English grade. Feedback in English class is one of the influence factors that affects students’ English self-efficacy. Changing feedback in English class is good for improving students’ English self-efficacy and grades. This study explores ○1 the situation of middle school students’ English self-efficacy and feedback in English class. ○2 the relationship between middle school students’ English self-efficacy and feedback in English class. There are two questionnaires, one is middle school students’ English self-efficacy, it includes four factors, they are the sense of subject , the sense of dealing with setbacks, the sense of target and self-confident and the sense of using strategy. The other one is feedback in English class, it includes three factors, they are praise feedback、encouring feedback and critical feedback. Two questionnaires have good reliability and validity.The major results of this study indicate that:1 There is significant urban and rural difference in middle school students’ self-efficacy.but the students in urban and rural areas have the same sense of using strategy. There is significant gender difference in middle school students’ self-efficacy. There is not significant grade difference in middle school students’ self-efficacy. But the students in Grade One have better sense of dealing with setbacks than the students in Grade Two.2 There is significant urban and rural difference in feedback in English class. Girls feel better feedback in English class, praise feedback and critical feedback than boys. There is significant grade difference in feedback in English class. The students in Grade 3 feel better feedback in English class than the students in Grade 1.3 It is significant correlation between middle school students’ English self-efficacy and feedback in English class. Correlation efficiency of praise feedback is the highest. Correlation efficiency of encouring feedback is higher than correlation efficiency of critical feedback.4 Regression analysis shows that praise feedback ,urban and rural, sex, and encouring feedback can predict middle school students’ English self-efficacy.