小学教师语言激励：现状、问题、对策

发布时间：2018-04-01 10:25

本文选题：小学　切入点：教师　出处：《湖南大学》2015年硕士论文

【摘要】：新课改时期小学教师面临的急需解决的问题就是发掘小学生自身的优秀潜能,有效地提高学习质量。教师语言激励对调动、提升小学生情感与情绪,促进小学生的全面发展有着极其重要的推动力、正能量。在过去的传统小学教育过程中,往往注重“以教师为本”、“以教材为本”,缺乏对小学生内在因素的鼓励,也压制了小学生的主动性和创造性,把在教学过程中本应是“参与者”与“主体”变成了与之相反的角色,不利于适应社会需求的人才成长。从上世纪90年代起,语言激励由一种教育方法和手段变成为一种有相对应的激励教育理论和教育实践的新的教育思想。本文以小学教师语言激励研究为突破口展开研究。在小学教师语言激励研究的理论基础上,结合小学生身心发展的矛盾点来讨论小学教师语言激励的必要性、可能性。研究通过实地调查研究,运用调查问卷和访谈方法,围绕以下几个维度研究小学教师语言激励的现实状况：“教师对语言激励重视程度”、“教师语言激励的实施情况”、“语言激励对象”、“语言激励的频率”、“语言激励多样性程度”、“语言激励情感性”、“语言激励途径选择”,“语言激励时机把握”。进而,研究揭示出小学教师语言激励所存在的主要问题是无效性、矛盾性。研究就小学教师语言激励问题存在的原因进行分析,发现主要有：第一,小学教师的教学观念落后、经验缺乏、素质能力不足；第二,小学生自身的自信心和理想信念方面的原因；第三,环境归因于语言暴力环境破坏语言激励效果、语言独裁环境影响语言激励沟通、关爱的肤浅化导致启发激励的不当、以及启发激励的“时”和“度”的不当。研究认为,提高小学教师语言激励效果的策略有：全面把握“教师语言激励”自身规律,这是进行激励的前提；全面提高“教师素养”,发挥语言激励的榜样作用；促进“学生全面发展”是提高语言激励的根本途径；完善“环境建设”是语言激励成功的情感保障；教学中注重语言激励方式方法的适当与有效。
[Abstract]:In the period of the new curriculum reform, primary school teachers are faced with the urgent problem of unearthing the pupils' outstanding potential, effectively improving their learning quality, and promoting the emotion and emotion of the pupils by the teachers' language encouragement. Promoting the all-round development of primary school students has an extremely important driving force and positive energy. In the past, in the traditional primary education process, the emphasis has always been on "teacher-oriented" and "textbook oriented", lacking of encouragement to pupils' intrinsic factors. It also suppresses the initiative and creativity of primary school students and turns the "participant" and "subject" into the opposite role in the teaching process, which is not conducive to the growth of talented people who meet the needs of society. Language motivation has changed from an educational method and a means to a new educational thought with corresponding educational theory and practice. This paper takes the study of language motivation of primary school teachers as a breakthrough. On the basis of the theory of linguistic motivation, The necessity and possibility of primary school teachers' language motivation are discussed by combining with the contradiction of primary school students' physical and mental development. This paper studies the actual situation of language motivation of primary school teachers around the following dimensions: "the teachers attach importance to language motivation", "the implementation of teachers' language motivation", "the object of language motivation", "the frequency of language motivation", "the diversity of language incentives" "degree", "language motivation emotion", "language incentive path choice", "language motivation opportunity grasp". The study reveals that the main problems of primary school teachers' language motivation are ineffectiveness and contradiction. The study analyzes the causes of primary school teachers' language motivation problems and finds that: first, primary school teachers' teaching concept is backward. Lack of experience, lack of quality and ability; second, primary school students' own self-confidence and ideals and beliefs; third, the environment is attributed to language violence environment damage the language incentive effect, language dictatorial environment affects language motivation and communication, The superficial nature of caring leads to improper inspiration, as well as inappropriate "time" and "degree" of inspiration. The study shows that the strategies to improve the effect of language motivation of primary school teachers are to comprehensively grasp the law of "teacher's language motivation". This is the premise of motivation, the improvement of teachers' accomplishment and the role of example of language motivation, the promotion of "students' all-round development" is the fundamental way to improve language motivation, and the improvement of "environment construction" is the emotional guarantee for the success of language motivation. Emphasis should be placed on the appropriateness and effectiveness of the methods of language motivation in teaching.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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