初中语文教师教学语言的情感性研究

发布时间：2018-05-30 02:08

本文选题：语文 + 教学语言　；参考：《山西师范大学》2017年硕士论文

【摘要】：新课程标准将情感教育作为语文课程三维目标中的重要组成部分,引起了语文教师对情感教育的关注。语文学科和其他学科相比,情感教育具有不可比拟的天然优势,选入教材的文学作品蕴含了丰富的人文内涵,每一篇文章都寄予了作者浓厚的思想感情。教师在讲述教材中的文章时,要突出文学作品中蕴含的思想感情,语文教师教学语言的情感性就显得尤为重要。很多教师在实际的教学过程中,侧重于知识的传授,忽略了教学中的情感教育,更加忽视了教学语言情感性的表达。笔者在研究该论题的过程中,主要采用了文献法、问卷调查法、案例分析法以及访谈法四种研究方法,对初中语文教师教学语言情感性的现状进行调查。首先,通过查阅文献了解到有关教学语言情感性的研究情况,为本文的研究提供了一定的思路。其次,笔者主要是从影响教师教学语言情感性的情感因素来设计问卷的相关问题,对教师和学生分别进行调查,针对同样的问题,通过对比教师和学生的数据,找出存在的问题。根据数据显示出的问题,选取几位有代表性的教师进行访谈,根据访谈记录分析问题存在的原因。再次,通过收集整理到的教学案例进行分析,指出教师在每个教学阶段运用的教学语言存在的问题。最后综合以上几种研究方法归纳语文教师教学语言情感性表达存在的问题,并提出相应的策略。笔者通过研究发现,语文教师在教学语言情感性的表达存在以下几个问题:教师对教学语言情感性的关注度不够;教师的教学语言表达缺乏一定的针对性,其中包括导入语、讲授语、提问语、评价语以及结束语存在的问题;教师教学语言的表达没有充分体现出对学生情感变化的关注;教师不能合理控制自身消极情绪对语言情感的影响;教学语言的节奏比较单一。笔者根据初中语文教师教学语言情感性的现状,提出以下几个策略:创设情感氛围,唤起学生情感共鸣;教师的提问语要把握一定的原则;教师情感性教学语言的表达,要侧重于对学生的激励性评价;教师要注重情感调控,恰当掌握语言节奏;教师教学语言情感性的表达对语文教师提出了相关的要求。
[Abstract]:The new curriculum standard regards emotional education as an important part of the three-dimensional target of Chinese curriculum, which causes Chinese teachers to pay close attention to emotional education. Compared with other subjects, emotional education has incomparable natural advantages. The literary works selected in textbooks contain rich humanistic connotations, and each article has strong thoughts and feelings. When the teacher tells the article in the teaching material, it is very important to stress the thought and emotion contained in the literature works, and the emotion of the teaching language of the Chinese teacher is especially important. In the actual teaching process, many teachers focus on the teaching of knowledge, ignoring the emotional education in teaching, but also ignoring the emotional expression of teaching language. In the course of studying this topic, the author mainly adopts four research methods: literature method, questionnaire method, case analysis method and interview method, to investigate the current situation of Chinese teachers' teaching language affective in junior high school. First of all, by consulting the literature to find out about the teaching language affective research, this paper provides a certain way of thinking. Secondly, the author mainly designs the questionnaire from the affective factors that affect the teachers' language of instruction, and investigates the teachers and students respectively, aiming at the same problem, by comparing the data of teachers and students. Identify the problems that exist. According to the problems shown by the data, several representative teachers are selected to interview, and the reasons for the problems are analyzed according to the interview records. Thirdly, by collecting and analyzing the teaching cases, the author points out the problems in the teaching language used by teachers in each teaching stage. Finally, this paper summarizes the problems existing in the affective expression of Chinese teachers' teaching language and puts forward the corresponding strategies. The author finds that the following problems exist in the expression of Chinese teachers' affective in teaching language: the teachers pay less attention to the affective of the teaching language, and the teachers' expression of the teaching language lacks some pertinence, including the introduction language. The problems existing in teaching language, questioning language, evaluation language and conclusion; the expression of teacher's teaching language does not fully reflect the concern of students' emotional change; the teacher can not reasonably control the influence of his own negative emotion on language emotion; The rhythm of the language of instruction is relatively simple. According to the current situation of the Chinese teachers' affective teaching language in junior high school, the author puts forward the following strategies: creating emotional atmosphere, arousing students' emotional resonance, grasping certain principles of teacher's questioning language, expressing the teacher's emotional teaching language, and putting forward the following strategies: creating emotional atmosphere and arousing students' emotional resonance; Teachers should pay attention to emotional regulation and proper mastery of language rhythm. The expression of teachers' emotional feelings of teaching language has put forward related requirements for Chinese teachers.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】