高中语文教师课堂教学语言的个案研究

发布时间：2018-12-07 12:06

【摘要】：随着教育的发展,教师的专业化水平不断提高,对于教师教育教学方法的研究也不断深入。作为教师日常教学生态中重要的方面之一,课堂教学语言受到了大家的关注,而如何有效的使用课堂教学语言,如何让课堂教学语言有效是值得研究和探讨的课题。本文对语文教师课堂教学语言采取个案研究的方法,选择一个典型的有代表性的语文教师作为研究对象。通过对研究对象L教师的学生所写的包括文章、空间日志、明信片等关于L教师教学语言的反馈以及笔者对L教师的课堂教学中所记录的L教师的课堂教学语言进行汇总、分类和归纳,将L教师的语文课堂教学语言主要分为情感化、哲理化、通俗化等三个不同的特征,再依据课堂教学语言的内容分类将其细分为讲授语、提问语、对话语、评价语四个方面。在分析中从L教师课堂教学语言三个不同的特征去细致、全面、深入的研究课堂教学语言的四个不同方面的内容,找出每一中特征下各个教学语言内容的不同点,从中分析L教师选择这一特征的原因、意义记忆对于语文课堂的有效教学的开展带来的影响,并以此来发现L教师的课堂教学语言风格。在情感化的教学语言中,L教师通过爱、憎、喜、怒、哀、乐等语言向学生传递道德感和价值感,对学生产生一定的心理反应和态度体验,进行情感熏陶；在哲理化的教学语言中,L教师通过启发开阔学生的眼界,丰富学生的生活认识,启迪学生更加正确的认识生活；在通俗化的教学语言中,L教师通过生活化的语言让枯燥的知识通俗易懂,化繁为简,提高学生的学习效率。同时,根据研究过程收集的材料,本文对影响L教师课堂教学语言的因素进行分析得出L教师的教学语言受到其发展式的教学观,研究型、反思型的教师观以及以学生为主体的学生观的影响,同时,在其他因素中探讨可能影响L教师课堂教学语言的其他一些客观原因。论文最后对教师课堂教学语言有效性进行了思考,认为提升教师课堂教学语言首先应该转变教学观念,不断反思教学语言,其次就是要重视教师教学语言与学生主体地位的关系,最后,提出锤炼锤炼课堂教学语言的一些策略,一是积累丰厚的教学语言知识,提高自身语文素养,二是打造个性化的教学语言特色。
[Abstract]:With the development of education, the professional level of teachers has been improved, and the research on teaching methods of teacher education has been deepened. As one of the most important aspects of teachers' daily teaching ecology, classroom teaching language has been paid more attention to. However, how to use classroom teaching language effectively and how to make classroom teaching language effective are worthy of study and discussion. This paper takes a case study method for Chinese teachers' classroom teaching language and chooses a typical representative Chinese teacher as the object of study. Through the feedback on L teacher's teaching language written by students of L teacher, including article, space log, postcard and so on, the author summarized L teacher's classroom teaching language recorded in L teacher's classroom teaching. According to the classification and induction, L teacher's Chinese classroom teaching language is divided into three different characteristics: emotion, philosophy and popularization, and then it is subdivided into lecturing language, questioning language and discourses according to the content classification of classroom teaching language. Four aspects of evaluative language. In the analysis, from the three different characteristics of L teachers' classroom teaching language to study the contents of four different aspects of classroom teaching language in detail, comprehensively and deeply, to find out the different points of each teaching language content under each characteristic. This paper analyzes the reasons why L teachers choose this feature, and the influence of meaningful memory on the effective teaching of Chinese classes, and finds out the language style of L teachers' classroom teaching. In the emotional teaching language, L teachers transmit moral sense and value sense to the students through the language of love, hate, joy, anger, sorrow and joy, and produce certain psychological reaction and attitude experience to students, and carry on emotional edification; In the philosophical teaching language, teacher L enlightens students to broaden their horizons, enrich students' understanding of life and enlighten students to understand life more correctly. In the popular teaching language, L teachers make the dull knowledge easy to understand through the language of life, and improve the learning efficiency of students. At the same time, according to the materials collected in the research process, this paper analyzes the factors that affect L teachers' classroom teaching language. At the same time, some other objective reasons which may affect L teacher's classroom teaching language are discussed in other factors. At the end of the paper, the author thinks about the effectiveness of teachers' classroom teaching language, and thinks that to improve teachers' classroom teaching language, we should first change the teaching concept and constantly reflect on the teaching language. Secondly, it is necessary to pay attention to the relationship between teacher's teaching language and students' main position. Finally, some strategies to improve classroom teaching language are put forward, one is to accumulate rich knowledge of teaching language, and to improve one's own Chinese literacy. The second is to create individualized teaching language features.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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