基于新课改视角的高中地理教师课堂教学语言研究

发布时间：2017-12-31 15:16

本文关键词：基于新课改视角的高中地理教师课堂教学语言研究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：地理教育正在成为一种“为今日和未来世界培养活跃而又负责任的公民所需要”[’]的教育,地理教学活动,必须起到传递和延续人类科学文化知识的目的,而作为其重要媒介的语言,也逐渐凸现它的重要性。前苏联著名教育家苏霍姆林斯基指出：“教师的语言是一种什么也代替不了的影响学生心灵的工具。”教学语言作为现代教学论的几个重要组成之一,从得到关注伊始至今,角色重要性越来越显著。教师是用语言征战的战士,能否在自己的战场上赢得胜利,取决于每一名地理教师能否成功把握自己的课堂教学语言。对于基层教学的地理教师而言,设计出适合学生、符合教学规律的教学语言对提升课堂教学水平、提高课堂教学效果、创造积极活跃的课堂氛围起着重要作用的。同时在新课程理念指导下,充分发挥课堂教学语言的重要性,使得地理知识更加有效的传播,是值得每位地理教师关注和研究的话题。本文立足于新课改,以地理学科特点为依托,在整合和借鉴国内外相关文献研究资料的前提下,利用在深圳市宝安区光明新区高级中学实习期间,对高一高二和部分高三年级文科生和教师进行访谈,依据访谈结果反映的问题进一步设计问卷,更有针对性进行问题的调研并获得真实可靠的一手资料。通过数据的统计和分析,将访谈和课堂观察中发现的教师教学语言中存在问题具体化。首先,从教师自身角度,包括语言质量不高、单一语言风格、自我声音条件关注度低、语言感情性不足、反思意识淡薄程度不够深刻,单向化教学语言使用和情绪调整问题,以及考核评价问题的欠完善问题。其次,从学生角度,学生的信任性、差异性和交流性是教师语言设计的主要衡量准则。第三,从环境角度,分别从教学软环境,教学辅助环境和教学语言环境中发现可以利用的因素,加以合理利用。最后,从教材角度,将教材内容简单划分不同内容,分别是地理概念类、地理规律原理类、计算类和典型案例类,逐个内容进行相关分析。在处理对地理教学语言的策略时,首先,对于教师,突破误区,提升语言的质量和丰富自己语言风格,鼓励形成个性语言风格,提高自我声音关注、形成感情基调明确的语言和强调教学反思的必要性,建立讲述—倾听机制,完善教师情绪处理和考核评价机制。其次,对于学生,通过体现信任度和公平性的语言设计方法,获取学生的信任,使得学生愿意听,通过差异性分析教学语言,使得学生能理解语言内容,通过交流性语言建立,使得学生能反馈,达到与教师交流的层次。第三,对于环境的利用性,针对软环境可从学校、社会和家庭三方面加以引导利用。针对辅助环境,从现代教育技术影响和网络文化冲击角度提高适应性和利用性。针对语言环境,提出净化语言环境是解决教师语言的标准度不够的主要渠道。最后,对于教材的针对性问题,结合知识内容特点进行语言的设计,突出各个语言类别加以合理充分利用的必要性。
[Abstract]:Geography education is becoming a "for today and the future of the world culture active and responsible citizens to" [] "education, geography teaching, must take the transfer and continuation of human scientific and cultural knowledge, and as an important medium of language, its importance is also gradually. The famous former Soviet Union educator Sue Home Linsky pointed out:" the teacher's language is a tool of what also can't replace the hearts of students. Teaching language as an important part of modern teaching theory, from the beginning to get attention so far, it is more and more significant role. The teacher is the language used for the warriors, can win the victory in their battle that depends on the success of every one of the geography teachers to grasp their own classroom teaching language for geography teachers in primary education, designed for students with teaching rules The language teaching to improve classroom teaching level, improve the effect of classroom teaching, create active classroom atmosphere plays an important role. At the same time, under the guidance of new curriculum, give full play to the importance of classroom teaching language, which makes the geographic knowledge communication more effective, is worth every geography teachers concern and research topic. This paper is based on the the new curriculum reform, with the characteristics of geography subject is based on the premise, in the integration of domestic and abroad related research data, using the practice in Shenzhen city of Baoan District Guangming high school during the interview of Gao Yigao two and part of senior liberal arts students and teachers, according to the interview results reflect the problem of further design the questionnaire, more targeted the problem of research and obtain reliable first-hand information. Through the data statistics and analysis, will find interviews and classroom observation in Teaching The problem specific language. First of all, from the perspective of teachers themselves, including the language quality is not high, a single language style, self focused sound condition is low, lack of language feelings, consciousness is not enough profound reflection, one-way teaching language use and emotional adjustment problems, the imperfect problem and evaluation problem. Secondly and from the perspective of students, trust of students, differences and communication is the main criterion of teacher language design. Third, from the environmental perspective, from the teaching environment, factors that can take advantage of the teaching environment and teaching language environment, rational use. Finally, from the perspective of teaching materials, the teaching contents a simple division of different content, are the geographical concept, geography regularity principle, calculation and typical cases, one by one content were analyzed. In the processing of language in geography teaching strategy, the first First, for teachers, breakthrough errors, improve their language quality and enrich their own language style, encourage the formation of individual language style, improve the self sound attention form emotional tone clear language and the necessity of teaching reflection, the establishment of about - listening mechanism, perfect the teacher emotion processing and evaluation mechanism. Secondly, for the students. Through the embodiment of language design method of trust and fairness, to obtain the trust of the students, so that students are willing to listen to, through analyzing the difference between language teaching, so that students can understand the language content, through the establishment of communication language, so that students can communicate with the teacher feedback, reach the level. Third, for use in soft environment. The environment from school, family and society to be guided by three aspects. For supporting the environment, from the impact of modern educational technology and the impact of the network culture angle to improve the adaptability and utilization. Aiming at language environment, it is put forward that purify language environment is the main channel to solve the problem of insufficient standard of teacher's language. Finally, we need to design language in combination with knowledge content characteristics and highlight the necessity of making rational and full use of all kinds of language.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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