本文關(guān)鍵詞：高中思想政治課教學語言及其運用策略研究　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 思想政治課教學語言 重要意義 基本類型 運用策略

【摘要】：語言是思維外化的產(chǎn)物,是思維的物質(zhì)外殼。整個人類的生存和發(fā)展,都離不開語言這一重要的交流工具。同樣的,教育教學從來都離不開語言的運用,教學語言是教師從事教學工作的最主要的工具或媒介。在教育教學實踐中,教師通過教案的設(shè)計將教材語言轉(zhuǎn)化成教案語言,繼而通過課堂教學將教案語言轉(zhuǎn)化成教學語言。隨著新課程改革的實施,教學語言被重新定位,再次引起了廣泛重視,成為教育教學和教師技能研究不可忽視的部分。本論文共分為四大部分。第一部分是對教學語言的涵義進行界定,進而立足于高中思想政治課這門學科嘗試理解和闡釋本學科的教學語言的涵義。高中思想政治課的學科基本特征,亦即高中思想政治課的學科特殊性,對這一問題的闡釋,是我們更好地理解該學科教學語言的涵義的基礎(chǔ)和前提。第二部分是高中思想政治課教學語言有效運用的重要意義。該部分是從多個角度清晰地說明了教學語言有效運用的重要性。教學語言有效運用有助于促進教師的專業(yè)發(fā)展；提有助于升高中生綜合素質(zhì)；有助于增強思想政治課堂教學效果；有助于推動新課程改革進程的不斷深入發(fā)展。第三部分是對高中思想政治課教學語言基本類型的分析。筆者嘗試主要從語言的表現(xiàn)形態(tài)、課堂教學環(huán)節(jié)和語言的表達方式三個不同角度對其進行分類,分別劃分為不同的類型。從教學語言的表現(xiàn)形態(tài),我們將其主要劃分為口頭語言、書面語言和體態(tài)語言；從教學環(huán)節(jié)則把教學語言劃分為了導(dǎo)入式語言、講授式語言、提問式語言、過渡式語言和小結(jié)式語言；而在教學語言的表達方式下,教學語言體現(xiàn)為敘述性語言、描述性語言、評述性語言、論證性語言、解釋性語言和抒情性語言。每一種類型教學語言都各不相同,各有其特點和功能。第四部分是高中思想政治課教學語言的運用策略。在理解了思想政治課教學語言及其基本特征,明白了思想政治課教學語言的基本類型,把握了思想政治課教學語言有效運用的重要意義的基礎(chǔ)上,我們最終落腳到高中思想政治課教學語言的運用策略的分析,這是本論文的主要部分。我們基于語言運用的邏輯順序展開,從語言類型的選用、語言結(jié)構(gòu)的組織、語言的表達層層遞進,分別歸納總結(jié)出高中思想政治課教學語言的選用策略、高中思想政治課教學語言的組織策略,以及高中思想政治課教學語言的表達策略。
[Abstract]:Language is the product of thinking externalization and the material shell of thinking. The survival and development of human beings can not be separated from language as an important communication tool. Similarly, education and teaching have never been inseparable from the use of language. Teaching language is the most important tool or medium for teachers to engage in teaching work. In teaching practice, teachers transform teaching materials language into teaching plan language through the design of teaching plan. With the implementation of the new curriculum reform, the teaching language has been re-positioned, which has again attracted widespread attention. This paper is divided into four parts. The first part is to define the meaning of teaching language. And then based on the high school ideological and political course this subject tries to understand and explain the meaning of the teaching language of the subject. High school ideological and political course of the basic characteristics of the subject, that is, the subject particularity of the high school ideological and political course. The explanation of this problem. It is the foundation and premise for us to better understand the meaning of the teaching language in this subject. The second part is the important meaning of the effective use of the teaching language in the ideological and political course of high school. This part clearly explains the teaching language from many angles. The importance of effective use. The effective use of teaching language helps to promote the professional development of teachers; It is helpful to promote the comprehensive quality of senior high school students; It is helpful to strengthen the effect of ideological and political classroom teaching; The third part is the analysis of the basic types of teaching language in high school ideological and political courses. The classroom teaching links and the expression of language are classified from three different angles, which are divided into different types. From the form of teaching language, we divide it into oral language. Written language and body language; The teaching language is divided into leading language, lecturing language, questioning language, transitional language and summary language. Under the expression of teaching language, teaching language is embodied in narrative language, descriptive language, critical language and argumentative language. Explanatory language and lyrical language. Each type of language of instruction is different. Each has its own characteristics and functions. Part 4th is the use of high school ideological and political teaching language strategy. In understanding the ideological and political course teaching language and its basic characteristics, understand the basic types of ideological and political teaching language. On the basis of grasping the important significance of the effective use of the teaching language of ideological and political course, we finally settle down to the analysis of the strategy of using the teaching language of ideological and political course in senior high school. This is the main part of this thesis. We based on the logical sequence of language use, from the choice of language types, language structure organization, language expression layer by layer. Respectively summarized the choice of high school ideological and political teaching language strategy, high school ideological and political course teaching language organization strategy, as well as senior high school ideological and political teaching language expression strategy.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2

【參考文獻】

相關(guān)期刊論文 前5條

1 王菁;淺談思想政治課教學中的語言藝術(shù)[J];福州師專學報;1996年02期

2 王小雪;;思想政治課教學語言藝術(shù)探微[J];教學與管理;2007年36期

3 嚴佐軍;;新課程下政治課堂教學語言的變革[J];教育教學論壇;2014年06期

4 宋向陽;影響學生心靈的工具——談教師提高語言藝術(shù)修養(yǎng)的意義[J];山東教育科研;1999年Z1期

5 李月富;做思想工作應(yīng)把握好“度”[J];政工學刊;2002年08期

相關(guān)碩士學位論文 前1條

1 孫淼;高中思想政治教師教學語言藝術(shù)研究[D];東北師范大學;2013年

，

本文編號：1368608