一、激励性评价策略

教师的评价，首先表现在热切的激励性上。这种激励性主要表现在两个方面，一种是对正确的反馈信息的激励，另一种是对有偏差的反馈信息的激励。不论哪种反馈信息，教师都要善于敏锐地捕捉到其中的闪光点，并及时运用入情入境的语言真实地给予肯定和表扬，使学生增强学习的信心。

情景1：

T: Many people think winter is cold. And what do you think?

S: I think winter is warm.

T: Why do you think it is warm?

S: In winter, I can sit with my parents, and we can watch TV in the living room. I feel warm.

T: Yeah, I think it will be warm when you are with your family.

在以上的对话中，教师给予了学生肯定回答，而不是简单的一句：Cool.或者是Very good.打发学生富有创意同时流露出的真情实感。给予学生肯定回答，看似简单，却充分体现了教师语言评价的激励性策略。

情景2：

T: What's your favourite season?

S: My favourite season is summer.

T: Why do you like summer?

S: Because I can wear my new T-shite.

T: What colour is your new T-shirt?

S: It's blue.

T: Is that your favourite colour?

S: Yes, I like blue.

T: That will be very cool. When you are in blue, you are like the blue sea.

情景3：

T: What's your favourite season?

S: I like fall. It is pretty.

T: Why is it pretty?

S: I can see beautiful kites in the sky. I can see colourful trees in the forest. I can see colourful flowers in the park. I can see colourful fruits in the garden.

T: Wow, we can see so many nice things in fall. It is so beautiful and pretty.

在上面的师生会话中，教师对于学生的回答并不仅仅给予一个肯定的答复，而是实现了语言的交流，在这个过程中，既表达了教师对学生敢于展示自己学生成果的赞赏，同时又表达了教师对学生积极思考、认真完成学习任务的肯定。

激励性评价策略，不仅注重学生学习的结果，还注重评价学生的思维过程、思维方法和情感表达。既有评判性评价，又有激励性、鼓动性评价。这样的评价，让学生体验成功，又看到自己的努力方向，使他们满怀信心、积极主动地投入到学习活动中去，有效地实现教学目标。

二、适时性的评价策略

学生对英语课的兴趣最初只是一种意向，需要在实践中通过获得成功的体验来不断地激活、加强，最后形成相对稳定的兴趣。教师在学生学习过程、成果展示时，可以采用“适时性评价”的策略对学生进行评价，来维持学生的内部动机，激励学生学习英语课程的主动性和积极性，开发他们的智力，激发他们的创造意识。

情景1：（教师在组织学生观看欣赏完一组关于春天的图片后）

T: What do you think of spring?

S: Spring is busy.

T: Why spring is busy?

S: I can see many birds. They fly in the forest with friends. Many bees and butterflies fly in the flowers. Ducks swim with friends.

T: Wow, you can find so many busy things. Spring is so busy. Are you busy in spring, too?

S: Yes, I am very busy in spring. I usually go hiking and fly kites with my parents. Sometimes I climb mountains with my grandpa.

T: Wow, you are busy too.

（学习完冬天后，师生讨论冬天）

情景2：

T: Do you like winter?

S: Yes, I do. Because winter is white, white is my favourite colour.

T: I guess you have a white coat.

S: Yes, I usually wear my white coat in winter.

T: Cool, you will look like a snowman. What else are white?

S: The trees are white. The houses are white. The rivers are white. The cars are white.

情景3：

T: Do you like winter?

S: Yes, winter is quiet.

T: Why?

S: In winter, the birds sleep. The lake sleeps. The animals sleep. The flowers sleep. The trees sleep.

T: Wow, we can sleep a long time too.

S: Yes.

...

在这段课堂教学实录里，教师的评价不是随意打断学生的表述，而是将评价与学生的展示过程有机地融为一体，使学生参与学习过程的内部动机不断地被激发，不断地被激励。小学英语的课程特点使课堂充满诸多评价因素：“感知”过程中形成的困惑、“表述”过程中的亮点、“交流”中带来的发散……教师要抓住稍纵即逝的机会，在学生最需要点拨、引导、深化、激励之时，运用适时性评价策略，及时对学生的学习情感态度、价值观、学习行为、知识结构进行语言评价，帮助学生主动参与、认真操作、积极展示，促进学生的发展。

三、启发性评价策略

启发性评价策略就是在学生参与学习活动的过程中，对学习结果进行评价之后追问一个问题，再评价，再追问……这种“不断追问”的启发性策略，注重强化学生对知识的学习、掌握和运用，促进学生更广泛地获取英语知识，培养他们的英语兴趣和创新意识。

情景1：

S: I like summer best. Because I can eat ice cream.

T: Wow, what do you think of the ice cream?

S: They are sweet.

T: Are they cool?

S: Yes, they are cool.

T: In summer, you can eat sweet and cool ice cream, summer is very ...

S: Summer is very sweet and cool.

情景2：

S: I like summer best. I can swim.

T: Who do you swim with?

S: I swim with my friends.

T: Are you happy when you swim together?

S: Yes, we are very happy.

T: In summer, you can swim with your friends. Summer is so ...

S: Summer is so happy. We have fun in summer.

情景3：

S: I like summer best. Because I can open (turn on) the air-conditioner.

T: When you turn on your air-conditioner, is it hot?

S: No, it is very cool.

T: So what do you do?

S: I can quiet read my favourite books in the study. (I can read my favourite books quietly in the study.)

T: When you read books quietly in your study, it is ...

S: It is cool and happy. Summer is good.

...

在如上的教学情景中教师每次追问，都是在积极评价上一问题的基础上展开的。先充分肯定，再抛出下一问题，反复强化知识积累。最后一个评价和追问，将学生的学习兴趣延伸到课外，激发学生获取丰富知识的欲望和自主探究的意识。

启发性评价策略适用于知识的巩固阶段，特别适用于知识基础较好、课外知识丰富的学生。在不断追问时，教师的身份要与学生平等，态度要诚恳，在问下一问题前务必对上一问题学生的思维过程、知识运用的成果进行激励性评价，做到真心实意地鼓励、赞扬学生，使学生获得参与的愉悦感和成功感，树立参与自主的、创造性的活动的勇气和信心。

四、运用评价语言策略应注意的问题

1．要准确得体

小学英语课程担负着对学生英语启蒙教育的任务，虽然涉及的英语知识不深，但也严谨准确。因此，对于学生知识上的评价，教师必须严肃认真，恰如其分，有分寸感。教师对学生的评价语言准确而又得体，是激励学生积极参与学习的最好方法。

2．要因人而异

英语课课堂要根据学生不同的个性、气质、特点、学习水平进行评价。对于思维活跃的学生，让他们发挥优势向着更高更深的目标迈进。对于其他学生，教师也要以赏识的态度进行评价，教师要做有心人，善于及时发现他们的闪光点，通过评价促使这样的学生产生积极向上的愿望。

3．要实事求是

在课堂教学中，对于来自学生反馈的信息，教师首先要体现激励性，但并不表示教师一味地给学生唱高调，对于学生出现的问题，教师必须发挥主导作用给予必要的指点，使学生能对自己的学习效果和能力有一个正确的估计和判断，明确不足，找出努力的方向。

因此，在教学中，对于学生的课堂表现，需要教师及时、适时和适度的予以评价，使教师的评价成为学生学习的动力，成为学生学习的内容，成为师生交流情感的媒介，从而丰富课堂学习的内容，提升课堂个体的交流，拓展课堂运用的平台，最终实现学生情智共同发展的课堂目标。