初中留守儿童口语交际能力的调查及对策研究

发布时间：2018-04-27 18:22

本文选题：初中留守儿童 + 口语交际能力　；参考：《四川师范大学》2015年硕士论文

【摘要】：初中学生口语交际能力的发展,不仅影响其书面表达能力,还影响其人际交往能力和社会适应能力的发展,甚至影响其思维能力、智力水平等。可见,初中学生口语交际能力的发展对他们的成长至关重要。然而,初中留守儿童由于受到自身因素、教师因素和环境因素三方面的制约,口语交际能力与非留守儿童相比有差距。鉴于此,本文首先以初中留守儿童、初中非留守儿童以及初中语文教师为对象,通过课堂观察、问卷调查,了解初中留守儿童口语交际能力与非留守儿童的差距、初中留守儿童口语交际教学以及初中留守儿童口语交际环境的现状。然后从留守儿童自身、学校教师和家庭环境三个方面分析制约初中留守儿童口语交际能力发展的原因,发现有如下一些因素：从初中留守儿童自身来看,“情感的缺乏阻碍留守儿童交际意愿”、“留守儿童思维能力制约其沟通能力”、“留守儿童语料贫乏导致其表达枯燥”、“留守儿童认识错误影响其学习动机”；从教师来看, “教师理念错误导致认识错位”、“教师认识不足导致教学错位”、“教学目标不具体致使课堂效率不高”；从初中留守儿童口语交际环境来看, “语言环境制约留守儿童言语能力的发展”、“教育意识的薄弱致使其缺乏正确的引导”、“留守儿童交流渠道的单一制约其能力的发展”。最后针对这些原因,本文提出了七点促进初中留守儿童口语交际能力发展的有效策略：“加强沟通,感受关爱,消除心理障碍”、“加强思维训练,提高沟通能力”、“正确认识,提高课堂参与意识”、 “积累丰富语料,促进语言发展”、“抛却错误理念,发挥指导作用”、“依托教材,结合血清,细化教学目标”、“拓展交际范围”。
[Abstract]:The development of junior high school students' oral communication ability not only affects their written expression ability, but also affects the development of their interpersonal communication ability and social adaptation ability, and even affects their thinking ability, intelligence level and so on. Therefore, the development of junior high school students' oral communication ability is very important to their growth. However, due to the constraints of their own factors, teachers' factors and environmental factors, the oral communication ability of left-behind children in junior high school is different from that of non-left-behind children. In view of this, this article first takes the junior middle school left-behind children, the junior middle school non-left-behind children and the junior middle school Chinese teachers as the object, through classroom observation, questionnaire investigation, understands the junior middle school left-behind children's oral communication ability and the non-left-behind children's disparity. The present situation of oral communication teaching of left-behind children in junior high school and oral communication environment of left-behind children in junior high school. Then, from three aspects of left-behind children themselves, school teachers and family environment, this paper analyzes the reasons that restrict the development of oral communication ability of left-behind children in junior high school, and finds that there are some factors: from the perspective of left-behind children in junior high school, "the lack of emotion hinders the communication will of the left-behind children", "the thinking ability of the left-behind children restricts their communication ability", "the poor language materials of the left-behind children lead to their dull expression", and "the left-behind children's cognitive errors affect their learning motivation"; From the teacher's point of view, "the misconception of the teacher leads to the mismatch of the cognition", "the insufficient understanding of the teacher leads to the dislocation of the teaching", "the teaching goal is not specific to the classroom efficiency"; From the perspective of the oral communication environment of the left-behind children in junior high school, "the language environment restricts the development of the speech ability of the left-behind children", "the weakness of the educational consciousness leads to its lack of correct guidance". The single channel of communication for left-behind children restricts the development of their ability. Finally, in view of these reasons, this paper puts forward seven effective strategies to promote the development of oral communication ability of left-behind children in junior high school: "strengthen communication, feel care, eliminate psychological obstacles", "strengthen thinking training, improve communication skills". "correctly understand, improve the consciousness of classroom participation", "accumulate rich corpus, promote language development", "give up wrong ideas, play a guiding role", "rely on teaching materials, combine with serum, refine teaching goals", "expand the scope of communication".
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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