To sum up, the evaluation subject of traditional classroom teaching evaluation is relatively simple, and teachers generally evaluate students, lacking self-evaluation of students and teachers and mutual evaluation between students and teachers. This evaluation method makes the source of evaluation information single, and the evaluation conclusion is prone to one-sidedness and subjectivity, so it is difficult to ensure the objectivity and impartiality of the evaluation result.

Students' enthusiasm, initiative and creativity will be greatly restricted. The spirit of the times requires that curriculum evaluation is a subjective evaluation, which determines that both Chinese teachers and students are the subjects of evaluation in the process of Chinese evaluation.

Good classroom teaching is a process in which teachers and students jointly construct learning subjects. Through a variety of rich forms of communication, consciously cultivate students' cooperative consciousness and communication skills of learning to listen, communicate, cooperate and share.

Through students' active participation in classroom teaching activities, they form the ability to acquire knowledge independently and creatively use knowledge to solve practical problems, and have good personality and personality.

Therefore, in order to strengthen the cultivation of students' Chinese thinking ability and understanding ability, we must change the situation of single subject teaching in Chinese teaching evaluation. The rich humanistic connotation of Chinese curriculum deeply affects people's spiritual field, and students' reactions to Chinese materials are often diverse.

Therefore, we should not only pay attention to the influence of Chinese, the value orientation of teaching content, but also respect the unique experience of students in the learning process. This puts forward the requirement of diversification of evaluation subjects for Chinese teachers.

It is worth mentioning that if we want to give full play to students' enthusiasm in class evaluation, we must create opportunities for students to succeed. Suhomlinski said: A school, a class, a teacher, only when they can see that the advantages of children are ten times and a hundred times more than their disadvantages, will they have a strong educational power.

Therefore, Chinese teachers can only treat children with appreciation and evaluate them with appreciation, so that each student can experience his own success in Chinese class. This will greatly stimulate students' self-motivation, not only enhance students' self-esteem and self-confidence, but also give full play to students' conscious, positive and active main role.

In this process, teachers create opportunities for students to succeed, and students will share the joy of success with teachers. The theory of multiple intelligences holds that everyone has nine intelligences at the same time, but these nine intelligences exist in different ways and to different degrees, which makes everyone's intelligence have their own characteristics.

So there is no question of who is smart and who is not smart in the world, but who is smart in which respect and to what extent. According to this, it can be explained that there is no so-called "poor student" in the school, and every student is unique and excellent.

Once such a view of students is formed, I believe every Chinese teacher will be happy to evaluate, observe and accept students from many angles, discover and discover the bright spots in students and tap their potential. This is the reform direction advocated by the new curriculum evaluation.