中学历史教师课堂教学语言研究

发布时间：2018-06-05 05:48

本文选题：历史教师语言 + 历史课堂教学　；参考：《陕西师范大学》2015年硕士论文

【摘要】：《普通高中历史课程标准(实验)》对广大中学历史教师的教学做出了基本的要求和明确的标准。作为一门重要的人文学科的教学,历史课程教学,在帮助学生认识人类历史发展脉络,形成科学的世界观人生观以及树立远大的人生理想上,其历史教师课堂教学语言的重要作用不可或缺。教学语言水平的高低,影响着学生对历史知识的吸收和历史思维的塑造,这样的学科特点要求历史教师应具有较高水平的语言能力。因此,研究中学历史教师的课堂教学语言特点、其在实际教学中遇到的相关问题及优化策略,就成为本文着力要探讨的主要内容。以达到在对中学历史教师课堂教学语言的更深入认识和了解后,有效提升教师课堂教学语言的运用水平,进而提高本学科的教学质量。历史教师良好的语言运用,首先,对教师而言,有助于教师吸引学生注意力,促进师生间良好的交流,更好地把握课堂,优化历史课堂教学,提高教学效率,提升教师基本素养,利于历史教师的个人成长和未来发展。其次,对学生来说,同样也有助于学生的历史语言能力的塑造和培养,提高思维活动的的敏捷性灵活性。因此,研究历史教师的课堂教学语言不仅对于教学、教师、学生意义重大,而且也是当今社会教育改革、社会进步、人才发展的要求。本文论述了中学课堂的历史学科教师的教学语言。第一章绪论部分对选题原因、选题意义、目前国内外对此的研究现状、本文拟研究目的及方法及对语言、教师语言、教学语言、历史教学语言等概念进行了界定。第二章通过深入挖掘中学历史教学语言的本质特点进而揭示出基于中学历史学科对历史教学语言的要求：在语体上要使书面语体与口语体相结合；在语义上要达到语言义与历史学科知识内容本身固有语义一致、历史教学语言的语言义表达以历史学科特点为根据以及使历史教学语言义侵染在富有历史味的语言氛围中：在形式上要合乎语言的历史学科语音规范、条理清楚,符合历史思维逻辑；在艺术上,要运用多种手段使语言生动形象化、认知上和历史教学情感性相统一、社会价值观中要有公民教育的性格色彩；在对象上,语言要与学生年龄、地区、性别、知识水平以及特定历史教学语言环境的相适应。第三章分析了中学历史教师课堂教学语言中的常见问题、出现的原因以及可利用的对策：有使用语言常见病、由于学科专业知识造成历史教学语言读音不准确、概念含混讲不清楚以及语言贫乏枯燥无味、由于主题思想和史学理论的缺失带来的历史教学语言浅薄和单一、以及在情绪情感运用不当中历史教学语言无灵魂可言。本文的研究,旨在对广大一线历史教师提高历史课堂教学语言水平提供理论和实践的指导。
[Abstract]:The History Curriculum Standard of General Senior High School (experiment) has made basic requirements and clear standards for the teaching of history teachers in the majority of middle schools. As an important humanities subject, history course teaching helps students understand the development of human history, form a scientific world outlook on life and set up a lofty ideal of life. The important role of history teacher's classroom teaching language is indispensable. The level of teaching language affects the students' absorption of historical knowledge and the shaping of historical thinking. The characteristics of such subjects require that history teachers should have a higher level of language competence. Therefore, it is the main content of this paper to study the characteristics of classroom teaching language of history teachers in middle school, the related problems encountered in practical teaching and the optimization strategies. In order to achieve a better understanding and understanding of the classroom teaching language of middle school history teachers, effectively improve the use of classroom teaching language of teachers, and then improve the teaching quality of the subject. The good use of language by history teachers, first of all, is helpful for teachers to attract students' attention, promote good communication between teachers and students, better grasp the classroom, optimize history classroom teaching, and improve teaching efficiency. Improving teachers' basic literacy is conducive to the personal growth and future development of history teachers. Secondly, for students, it also helps to shape and cultivate students' historical language ability and improve the agility of thinking activities. Therefore, studying the classroom teaching language of history teachers is not only of great significance to teaching, teachers and students, but also a requirement of education reform, social progress and the development of talents in today's society. This paper discusses the teaching language of history teachers in middle school classroom. The first chapter introduces the reasons for the topic, the significance of the topic, the current research situation at home and abroad, the purpose and method of this study and the definition of the concepts of language, teacher language, teaching language, history teaching language and so on. The second chapter reveals the requirements of history teaching language based on middle school history by digging into the essential characteristics of history teaching language in middle school: combining written language with oral style in style; In terms of semantics, the meaning of language should be consistent with the inherent meaning of the content of historical knowledge. The language meaning expression of the history teaching language is based on the characteristics of the history subject and the meaning of the history teaching language is infused in the language atmosphere full of historical taste. It conforms to the logic of historical thinking; in art, it is necessary to use various means to vividly visualize language, to unify cognition with historical teaching emotions, and to have the character color of civic education in social values; on the object, language should be related to the student's age. Region, gender, knowledge level and specific historical language environment. The third chapter analyzes the common problems, causes and available countermeasures in the classroom teaching language of middle school history teachers: common diseases of using language, inaccurate pronunciation of history teaching language due to subject and professional knowledge. The concept is ambiguous and the language is poor and boring, the language of history teaching is shallow and single due to the lack of thematic thought and historical theory, and the language of history teaching has no soul in the application of emotion and emotion. The purpose of this paper is to provide theoretical and practical guidance for history teachers to improve their teaching language.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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