小学语文教师态势语策略研究

发布时间：2018-08-04 14:25

【摘要】：态势语是小学语文课堂教学中不可替代的重要组成部分。但从我国目前的教学情况看,部分小学语文教师对态势语的运用仍处于无意识或潜意识阶段,没有真正意识到态势语是语文课堂教学环节中不可缺少的一环。在学术研究方面,大多理论研究针对的是态势语的整体作用,很少与语文的学科特点以及与小学生的心理特点相结合。国内外丰硕的理论研究成果以及小学语文教学的特点都是小学语文教师运用态势语策略研究更为具体、深入的论理支撑。态势语概述及语文教师态势语概述界定了态势语概念,阐述了眼神、表情以及体态动作都是小学语文教师在教学过程中最鲜明的表现形式,突出了小学语文教师运用态势语的内在要求。态势语在小学语文教学方面不仅可以辅助有声语言、扩大信息容量,还可以增添课堂美感,渲染课堂氛围;在凸显小学语文学科独特魅力方面不仅可以增进师生情感、优化教学效果,还可以展示教师风范,陶冶学生情操,这正是小学语文教师态势语的运用价值。所以,在当前的小学语文教学中,小学语文教师应重视态势语的运用,并认真反思自身存在问题以及对存在问题做出相应调整。小学语文教师运用态势语时,宏观上,应遵循善意尊重、恰当适度、协调一致、表意明了的原则;微观上,应注意面部语言要鲜明、目光语言要真挚、体态语言要规范的运用技巧。此外,小学语文教师应细心留意自己的仪容仪表,仪容仪表不仅要符合学生审美水平,更要配合整体教学内容。综上所述,小学语文教师态势语策略研究的提出,是为了更好的实现小学语文教师专业素养,提高小学生素质教育全面发展。
[Abstract]:Situational language is an irreplaceable important part in primary school Chinese classroom teaching. However, from the current teaching situation in China, some primary school Chinese teachers are still in the unconscious or subconscious stage of the use of situational language, and do not really realize that situational language is an indispensable link in Chinese classroom teaching. In academic research, most of the theoretical studies are focused on the overall role of situational language, rarely with the characteristics of the subject of Chinese and with the psychological characteristics of primary school students. The abundant theoretical research results at home and abroad as well as the characteristics of primary school Chinese teaching are more concrete and in-depth theoretical support for the use of situational language strategies by primary school Chinese teachers. The concept of situational language is defined in the summary of situational language and the summary of situational language of Chinese teachers. It is explained that the eyes, expressions and body movements are the most distinct forms of expression in the teaching process of primary school Chinese teachers. It highlights the internal requirements of applying situational language to primary school Chinese teachers. Situational language can not only assist the audio language, expand the information capacity, but also increase the aesthetic sense of the classroom and exaggerate the classroom atmosphere in the primary school Chinese teaching, and can not only enhance the emotion of teachers and students, but also highlight the unique charm of the primary school Chinese subject. Optimizing teaching effect can also show teachers' style and cultivate students' sentiment, which is the application value of primary school Chinese teachers' situational language. Therefore, in the current primary school Chinese teaching, primary school Chinese teachers should pay attention to the use of situational language, and seriously reflect on their own problems and make corresponding adjustments to the existing problems. In the use of situational language, primary school Chinese teachers should follow the principles of goodwill respect, appropriate and appropriate, coordinated and clear expression. At the micro level, attention should be paid to the distinctive facial language and sincere visual language. The use of body language should be standardized. In addition, primary school Chinese teachers should pay close attention to their appearance and appearance, which should not only conform to the students' aesthetic level, but also cooperate with the whole teaching content. To sum up, the research of situation language strategy of primary school Chinese teachers is to better realize the professional accomplishment of primary school Chinese teachers and improve the overall development of quality education for primary school students.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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