摘要：本文在文献研究、案例研究的基础上，结合自身教学实践，从小学语文课堂入手，尝试探讨新教师课堂即时性评价的现状与问题。根据研究发现问题是：第一，在观念层面，未能很好地认识肯定激励式评价和否定式评价之间的关系，由此直接导致的后果便是过度表扬；第二，过度依赖课前预设，欠缺对于课堂突发事件及时处理的能力；第三，在实践层面，在即时性评价技术层面仍有所欠缺。由此提出了提高新教师即时性评价能力和实效的策略：第一，正确处理肯定激励式评价和否定式评价的关系；第二，提高及时处理课堂突发事件的能力；第三，从即时性评价的语言、动作、时间和内容等方面阐述如何提高新教师的即时性评价技术。

关键词：新教师  即时性评价  现状  策略

Abstract：On the basis of literature study and case study, this study looks into the status and problems of the performance evaluation of Chinese language classroom teaching in primary school in China. Based on the practical study, this paper finds three problems. Firstly, the relationship between encouraging evaluation and negative evaluation is not conceptually realized. Secondly, classroom anticipation before class is over relied. Thus, the ability to resolve the instances in classroom is deficient. Thirdly, new teachers practically lack the art of promptness evaluation. Accordingly strategies of improving teachers’ capacity and efficiency of promptness evaluation are advanced. First, to correctly deal with the relationship between the encouraging assessment and negative assessment. Second, to improve teachers’ capability of coping with the sudden occurrence in time.  Third, to improve the art of promptness evaluation from the aspects of language, gestures, time and forms.

Key words: beginning teachers, promptness evaluation, status, strategy. 

　　　即时性评价以其起点低、目标小、评价勤、反馈快等特点，在课堂教学中扮演着不可替代的角色，是教师教学机智、口头技巧、教育智慧的全面展示。在实习听课的过程中，笔者发现新教师主要在课堂即时性评价的技能方面有所欠缺，而即时性评价技能又直接影响教师的具体教学。因此笔者结合发现的一些问题，提出相关的改进策略：新教师在进行即时性评价时，要运用准确丰富的评价语言，结合多样化的评价形式，抓住合适的评价时机，进行多元评价，以促进小学生语文素养的发展。