Author(s)

Chao Yu

Corresponding Author

Chao Yu

Abstract

the Current Situation of English Classroom Teaching Evaluation Has Always Been One of the Popular Topics That Chinese Scholars Pay Close Attention to. This Paper Adopted the Method of Literature Research to Make a Periodical Review of the Relevant Research Achievements in the Field of English Classroom Teaching Evaluation in China, Which Can Provide Useful Reference for Further in-Depth Research in This Field. the Research Showed That: Firstly, Compared with Primary School, Junior and Senior School, the Academic Circle Has Not Paid Enough Attention to the Research of English Classroom Teaching Evaluation in College. Secondly, English Classroom Teaching Evaluation in China Focuses More on the Evaluation of students’ Academic Level, But Ignores the Evaluation of students’ Learning Ability, Emotional Attitude and Other Aspects. Thirdly, Although Some Schools and Teachers Have Realized the Importance of English Classroom Teaching Evaluation in Improving Teaching Quality, the Degree of Implementation Varies. Fourthly, There Are Regional and Inter-School Differences in English Classroom Evaluation Due to the Differences of Education Levels among Different Regions and Schools.

Keywords

College English Teaching; Teaching Evaluation; Primary School; Junior and Senior School; College