小学语文教师课堂教学语言策略研究
发布时间：2018-10-31 19:28
【摘要】：教师的课堂教学语言是教师向学生传递教学信息、进行教学活动的重要工具,是课堂教学必不可少的一部分。《义务教育语文课程标准(修订稿)》指出:“语文课程是一门学习语言文字运用的综合性、实践性课程。”所以,教师的课堂教学语言对语文教师有着极其重要的作用。教师用语言向学生传授知识、传递情感,塑造生动的课堂;用语言交流思想,塑造语言运用的模范榜样。因此,教师的课堂教学语言不同于日常生活中使用的语言,它是根据一定的语言规律和教学内容,按照教师自身的特点,并结合学生的心理发展规律设计的语言。教师通过对课堂教学语言的熟练运用,焕发课堂的生命活力,促进学生的健康发展。为了了解小学语文教师课堂教学语言的现状,本课题通过在小学发放教师和学生的调查问卷,以及对教师和学生进行访谈两方面的实况调查,发现小学语文教师课堂教学语言存在的问题主要有:教师课堂教学口语方面,教师语言中出现不确定的内容,语言重复、习惯用语较多,评价语和提问语针对性不强;教师课堂教学书面语方面,教师的板书书写缺乏美感和创新性,无法与教学内容完美契合,板书容量出现过多或过少的情况;教师的体态语方面,教师的肢体语言或生硬或随意,给学生带来不必要的消极影响。针对小学语文教师在课堂教学语言上出现的问题,本论文主要从教师入手,结合小学生的心理、生理发展状况,提出了几条可行性建议:一是教师应该积累语言素材,丰富自身的知识结构,并将各方面知识灵活地渗透在课堂教学语言中,使语文课堂丰富而饱满;二是熟知小学生成长规律,了解在小学阶段学生的认知发展状况、言语发展状况和个性发展状况,做好课堂教学语言预设,设计出符合小学生的语文课堂;三是提升审美情趣,以足够的美学知识,增强课堂教学语言的丰富性和艺术性;四是增强课后反思能力,整体提高课堂教学语言的表达效果,教师应对每一堂课都进行及时的反思,找出问题并及时解决,从而提高教师自身的课堂教学语言水平。希望通过丰富教师的文化知识、心理学知识以及增强教师的审美能力、反思能力等建议,能够有针对性地解决现今小学语文教师课堂教学语言中出现的问题,并给小学一线教师带来些许帮助。
[Abstract]:Teachers' classroom teaching language is an important tool for teachers to transmit teaching information to students and carry out teaching activities. It is an indispensable part of classroom teaching. The Standard of compulsory Education Chinese Curriculum (revised draft) points out: "Chinese curriculum is a comprehensive and practical course for learning the use of language and characters." Therefore, the teacher's classroom teaching language plays an extremely important role in Chinese teachers. Teachers use language to impart knowledge to students, transfer emotion and create vivid classroom, and use language to exchange ideas and model the use of language. Therefore, the classroom teaching language of teachers is different from the language used in daily life. It is designed according to certain language laws and teaching contents, according to the characteristics of teachers themselves, and in combination with the law of students' psychological development. Through the skillful use of the classroom teaching language, teachers radiate the vitality of the classroom and promote the healthy development of the students. In order to understand the current situation of classroom teaching language for Chinese teachers in primary schools, this paper gives out questionnaires for teachers and students in primary schools, and interviews with teachers and students. The main problems in the classroom teaching language of primary school Chinese teachers are as follows: in the aspect of teachers' oral English in classroom teaching, there are uncertain contents in the teacher's language, language repetition, more idioms, and weak pertinence of the evaluation language and the questioning language; In the aspect of written language in classroom teaching, teachers' writing on blackboard lacks aesthetic sense and innovation, which can not fit perfectly with the teaching content, and the blackboard has too much or too little capacity. In the aspect of body language of teachers, the body language of teachers can bring unnecessary negative effects to students. In view of the problems in the classroom teaching language of primary school Chinese teachers, this paper mainly starts with the teachers, combining with the mental and physiological development of primary school students, and puts forward several feasible suggestions: first, teachers should accumulate language materials, Enrich their own knowledge structure, and the various aspects of knowledge flexible infiltration in the classroom teaching language, make the Chinese classroom rich and full; Secondly, we should know the law of pupils' growth, understand the students' cognitive development, language development and personality development in primary school, do a good job of classroom teaching language presupposition, and design a language classroom that accords with primary school students. Third, enhance the aesthetic taste, with sufficient aesthetic knowledge, enhance the richness and artistry of classroom teaching language; The fourth is to enhance the ability of reflection after class, improve the overall expression of classroom teaching language, teachers should reflect on each class in time, find out the problems and solve them in time, thereby improving the teachers' own teaching language level. It is hoped that by enriching teachers' cultural knowledge, psychological knowledge, enhancing teachers' aesthetic ability, reflective ability and other suggestions, we can solve the problems in the classroom teaching language of primary school Chinese teachers. And to the primary school teachers to bring some help.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
本文编号：2303310
[Abstract]:Teachers' classroom teaching language is an important tool for teachers to transmit teaching information to students and carry out teaching activities. It is an indispensable part of classroom teaching. The Standard of compulsory Education Chinese Curriculum (revised draft) points out: "Chinese curriculum is a comprehensive and practical course for learning the use of language and characters." Therefore, the teacher's classroom teaching language plays an extremely important role in Chinese teachers. Teachers use language to impart knowledge to students, transfer emotion and create vivid classroom, and use language to exchange ideas and model the use of language. Therefore, the classroom teaching language of teachers is different from the language used in daily life. It is designed according to certain language laws and teaching contents, according to the characteristics of teachers themselves, and in combination with the law of students' psychological development. Through the skillful use of the classroom teaching language, teachers radiate the vitality of the classroom and promote the healthy development of the students. In order to understand the current situation of classroom teaching language for Chinese teachers in primary schools, this paper gives out questionnaires for teachers and students in primary schools, and interviews with teachers and students. The main problems in the classroom teaching language of primary school Chinese teachers are as follows: in the aspect of teachers' oral English in classroom teaching, there are uncertain contents in the teacher's language, language repetition, more idioms, and weak pertinence of the evaluation language and the questioning language; In the aspect of written language in classroom teaching, teachers' writing on blackboard lacks aesthetic sense and innovation, which can not fit perfectly with the teaching content, and the blackboard has too much or too little capacity. In the aspect of body language of teachers, the body language of teachers can bring unnecessary negative effects to students. In view of the problems in the classroom teaching language of primary school Chinese teachers, this paper mainly starts with the teachers, combining with the mental and physiological development of primary school students, and puts forward several feasible suggestions: first, teachers should accumulate language materials, Enrich their own knowledge structure, and the various aspects of knowledge flexible infiltration in the classroom teaching language, make the Chinese classroom rich and full; Secondly, we should know the law of pupils' growth, understand the students' cognitive development, language development and personality development in primary school, do a good job of classroom teaching language presupposition, and design a language classroom that accords with primary school students. Third, enhance the aesthetic taste, with sufficient aesthetic knowledge, enhance the richness and artistry of classroom teaching language; The fourth is to enhance the ability of reflection after class, improve the overall expression of classroom teaching language, teachers should reflect on each class in time, find out the problems and solve them in time, thereby improving the teachers' own teaching language level. It is hoped that by enriching teachers' cultural knowledge, psychological knowledge, enhancing teachers' aesthetic ability, reflective ability and other suggestions, we can solve the problems in the classroom teaching language of primary school Chinese teachers. And to the primary school teachers to bring some help.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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