小学语文教师课堂教学语言的语用探究
发布时间：2018-12-10 07:18
【摘要】：本文从语用学的角度对小学语文教师的课堂教学语言进行研究，其中运用了语境理论、评价性用语理论、提问性用语理论。本文选取了几位知名的小学语文特级教师的教学案例，细致分析了这几位教师独特的教学语言，意在结合语用学和小学语文教学中的教学理论，去深入理解精妙的课堂教学语言所产生的语用效果，，也为将来自己成为语文教师后能更好的开展语文教学活动积累一些经验。 论文共分为六个部分： 第一部分是本文的引言。首先回顾当代小学语文教师教学语言的研究背景，说明其研究的现状以及研究内容，并且对本文的研究意义和方法进行说明。 第二部分介绍了本课题研究的必要性，并对论文中涉及的相关概念进行了解释。 第三部分运用语境的理论对小学语文教师教学语言进行分析和阐释，提出了创设语境的具体方法，并选取李吉林老师的教学实录，学习她在课堂上对情境教学的具体应用。 第四部分是对教师课堂评价性用语的分析，把教师的评价语做出了分类，并结合课堂实录分析好的评价性语言对学生学习有哪些作用。 第五部分是对教师课堂提问语言的研究，并提出了具体的提问策略。 最后一部分是结语。语用学对小学语文教学有着密切的关系，本文在前人研究的基础上做出了理论的总结和延伸，希望可以对规范教师语言起到借鉴作用。
[Abstract]:From the perspective of pragmatics, this paper studies the classroom teaching language of primary school Chinese teachers, which uses context theory, evaluative language theory and questioning language theory. This article selects several well-known primary school language teachers' teaching cases, and analyzes the unique teaching language of these teachers in detail, aiming at combining the teaching theory of pragmatics and primary school Chinese teaching. To deeply understand the pragmatic effects of the subtle language of classroom teaching can also accumulate some experience for the future to become a language teacher to better carry out the language teaching activities. The thesis is divided into six parts: the first part is the introduction of this paper. Firstly, it reviews the background of the research on the teaching language of Chinese teachers in primary schools, explains the current situation and contents of the research, and explains the significance and methods of the research. The second part introduces the necessity of the research and explains the related concepts. The third part uses the theory of context to analyze and explain the teaching language of primary school Chinese teachers, puts forward the concrete method of creating context, and chooses the teaching record of Li Jilin to study her concrete application to situational teaching in the classroom. The fourth part is the analysis of teachers' classroom evaluative language, which classifies the teacher's evaluative language, and analyzes the effect of the good evaluative language on the students' learning in the light of classroom record. The fifth part is the research of teachers'classroom questioning language, and put forward specific questioning strategies. The last part is the conclusion. Pragmatics is closely related to Chinese teaching in primary schools. Based on the previous studies, this paper makes a theoretical summary and extension, hoping to play a reference role in standardizing teachers' language.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G623.2
本文编号：2370185
[Abstract]:From the perspective of pragmatics, this paper studies the classroom teaching language of primary school Chinese teachers, which uses context theory, evaluative language theory and questioning language theory. This article selects several well-known primary school language teachers' teaching cases, and analyzes the unique teaching language of these teachers in detail, aiming at combining the teaching theory of pragmatics and primary school Chinese teaching. To deeply understand the pragmatic effects of the subtle language of classroom teaching can also accumulate some experience for the future to become a language teacher to better carry out the language teaching activities. The thesis is divided into six parts: the first part is the introduction of this paper. Firstly, it reviews the background of the research on the teaching language of Chinese teachers in primary schools, explains the current situation and contents of the research, and explains the significance and methods of the research. The second part introduces the necessity of the research and explains the related concepts. The third part uses the theory of context to analyze and explain the teaching language of primary school Chinese teachers, puts forward the concrete method of creating context, and chooses the teaching record of Li Jilin to study her concrete application to situational teaching in the classroom. The fourth part is the analysis of teachers' classroom evaluative language, which classifies the teacher's evaluative language, and analyzes the effect of the good evaluative language on the students' learning in the light of classroom record. The fifth part is the research of teachers'classroom questioning language, and put forward specific questioning strategies. The last part is the conclusion. Pragmatics is closely related to Chinese teaching in primary schools. Based on the previous studies, this paper makes a theoretical summary and extension, hoping to play a reference role in standardizing teachers' language.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G623.2
【参考文献】
相关期刊论文 前1条
1 张冰;语文教师的语言素质[J];语文教学与研究;2002年07期
本文编号：2370185
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