时髦语言在中学课堂中的流行情况及利弊研究

发布时间：2018-06-24 20:49

本文选题：课堂教学 + 时髦语言　；参考：《西南大学》2013年硕士论文

【摘要】：近年来,依托于网络、电视、手机、报纸等各种传媒而生,内容涵盖网络热词、新闻事件焦点话语、电影电视经典台词等的时髦语言逐渐受到学者们的关注。时髦语言的流行是一个复杂的社会亚文化现象,时髦语言在中学课堂中的流行情况及其利弊研究是一个来源于现实的问题,而不是一个纯粹的理论问题。针对时髦语言研究中的不足,本文试着拓宽视角,运用教育学原理、教育文化学、教育社会学理论并从教学交往的角度,通过课堂教学观察以及从教师和学生们的言语实例收集入手,来阐释时髦语言在中学课堂教学中的流行性现象。首先,基于有关研究的基本背景和界定相关的基本概念,从“知、情、意、行”四个维度设计了涉及中学生对时髦语言的“熟悉度”、“理解度、“应用度”以及中学生对教师在课堂教学中使用时髦语“所持态度”等内容的调查问卷,并对初中二年级综合情况属中等水平的两个班的学生进行了调查,对分属70、80两个年龄段的部分初中教师进行了访谈。通过对调查数据的统计、分析发现时髦语言在当前初中课堂中的运用存在不适时、不适度、不适处的非适切性问题,凸显出学生语言伦理缺失,教师课堂话语权威,学校主流文化与青少年流行文化冲突等问题特征。其次,对上述统计数据进一步发现认为,当前时髦语言在初中课堂教学中的运用还存在诸如教师面对“时髦语言”态度存疑,对青少年学生流行文化缺乏关注,对如何有效应用时髦语言存在困惑等问题。同时,深入思考认为,造成上述时髦语言中小学课堂教学运用问题的原因：一是90后初中学生独特的心理特征和生活文化氛围；二是媒介素养教育的缺乏；三是受传统教育模式的影响；四是受教师文化素养和教学观念的影响。最后,基于对时髦语言的积极教学功能和消极影响进行利弊分析认为,在中学课堂教学中趋利避害地使用时髦语言是必然选择。对此,我们根据相关教育理论和教师教学实践理论,以具体的课堂教学中时髦语言的应用为取向,提出了诸如在初中课堂运用时髦语言要体现教育性,符合教师职业伦理和学生身心特征的原则,以及教师要充分认识自己特征及发挥语言特长,注重利用流行文化以营造良好的教学氛围,注重教学中渗透语言伦理道德教育,注重时髦语言教学运用的有效性等具体对策。
[Abstract]:In recent years, relying on the network, television, mobile phones, newspapers and other media, the content covers the network hot words, news events focus discourse, film and television classic lines and other fashionable language gradually attracted the attention of scholars. The popularity of fashionable language is a complicated social subcultural phenomenon. The research on the popularity of fashionable language in the middle school classroom and its advantages and disadvantages is a problem from reality, not a pure theoretical problem. In view of the deficiency in the study of fashionable language, this paper tries to broaden the perspective, apply the principles of pedagogy, educational culturology, educational sociology, and from the angle of teaching communication. Through the observation of classroom teaching and the collection of language examples of teachers and students, this paper explains the epidemic phenomenon of fashionable language in middle school classroom teaching. First of all, based on the basic background of relevant research and the definition of relevant basic concepts, from the four dimensions of "knowing, feeling, meaning, line", this paper designs the "familiarity" and "understanding" involving middle school students to the fashionable language. The questionnaire of "degree of application" and middle school students' attitude to the use of fashionable words in classroom teaching, and the investigation of the students in two classes with middle level in the second grade of junior middle school, were carried out. The author interviewed some junior middle school teachers belonging to 70-80 age group. Through the statistics of the survey data, it is found that the use of fashionable language in the current junior middle school classroom is not timely, appropriate and unsuitable, which highlights the lack of students' language ethics and the authority of the teacher's classroom discourse. School mainstream culture and adolescent popular culture conflict and other characteristics. Secondly, according to the above statistical data, the author thinks that the current use of fashionable language in junior middle school classroom teaching still exists such as teachers' doubtful attitude towards "fashionable language" and lack of attention to the popular culture of young students. There are some puzzles about how to use fashionable language effectively. At the same time, the author thinks that the reasons for the problems in the classroom teaching of the fashionable language in primary and secondary schools are as follows: first, the special psychological characteristics and life culture atmosphere of the post-90s junior middle school students, second, the lack of media literacy education; The third is influenced by the traditional education mode, and the fourth by the teachers' cultural accomplishment and teaching concept. Finally, based on the analysis of the advantages and disadvantages of the positive teaching function and negative influence of the fashionable language, it is concluded that it is an inevitable choice to use the fashionable language in the middle school classroom teaching. In view of this, according to the relevant education theory and the teacher teaching practice theory, we take the specific classroom teaching fashionable language application as the orientation, proposed for example, uses the fashionable language in the junior middle school classroom to embody the educational nature, In line with the principles of teachers' professional ethics and students' physical and mental characteristics, teachers should fully understand their own characteristics and give full play to their language characteristics, pay attention to the use of popular culture to create a good teaching atmosphere, and pay attention to the infiltration of language ethics and moral education in teaching. Pay attention to the effectiveness of the use of fashionable language teaching and other specific countermeasures.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G632.0;H13

【参考文献】