發(fā)布時間：2018-03-31 20:49

  本文選題：初中生　切入點：口語交際　出處：《延安大學》2015年碩士論文

【摘要】：縱觀歷史,從中國春秋戰(zhàn)國時期出現“百家爭鳴”的局面,到希臘演講始祖?zhèn)兿破鸬囊詡魇谘菡f藝術為核心內容的“智者運動”;從第二國際政治舞臺上列寧激情澎湃的演講,到二戰(zhàn)時期丘吉爾飽含詩意的激勵人民斗志的演說,語言都起到了不可估量的作用,有時語言的力量甚至比武器更強大。反觀當代,不管是交際中的人情往來還是學習中的講授誦讀,不管是生意場上的洽商談判還是各種場合的狡辯演講,哪樣都離不開語言。人類社會確實離不開互動。這種互動不僅表現在物理身體上的觸碰,也表現在精神上和思想上的交流。而這種交流互動最主要的依賴途徑則是人類的語言功能。事實上,良好的語言功底不僅能夠使人獲得豐富的人際網絡關系,同時也是其在社會生存的必要條件。語言和口語的能力應當盡可能地從小抓起,而小學階段主要是對字詞的逐一認識和學習,因此,從中學生開始探索口語交際能力的培養(yǎng)方法和策略就顯得極為重要。這一時期的孩子不同于小學時期,比較具備運用良好語言的理解力,而效果從理論上來說也會比高中時期更好。但是,目前我國的中學生特別是農村及偏遠地區(qū)的中學生的這種口語交際能力的教育情況十分不樂觀。本文通過發(fā)放兩份問卷對相關情況進行信息收集及分析評估,主要調查對象為初中生及初中語文教師。調查結果顯示,目前導致初中生口語交際能力較低的原因并不是唯一的,而是多方因素的共同作用,主要涉及到教師方面、學生方面、應試教育方面、和傳統(tǒng)觀念方面等多種方面。因此筆者借鑒國外的相關成功經驗,從實際現象出發(fā),主要針對制約初中生口語發(fā)展的不利因素,激發(fā)學習需要,積極熱情的鼓勵,制造學習氛圍,培養(yǎng)和提高學生對口語交際的熱情,提高教師培養(yǎng)能力等方面進行研究,以期為解決初中生口語交際問題提供理論指導。
[Abstract]:Throughout history, from the emergence of "a hundred schools of thought contending" in the Spring and Autumn period and the warring States period in China, to the "movement of wise men", whose core content is the teaching of the art of speech, initiated by the ancestors of Greek speeches, and from Lenin's impassioned speech on the second international political stage,By World War II Churchill's poetical speech inspired the people, language played an immeasurable role, sometimes even more powerful than weapons.On the other hand, whether it is human intercourse in communication, lecturing or reciting in study, negotiation in business or sophistry in various occasions, language is indispensable.Human society is really inseparable from interaction.This interaction is manifested not only in physical physical contact, but also in spiritual and ideological communication.The most important way to rely on this interaction is the language function of human beings.In fact, good language skills not only enable people to obtain rich interpersonal network, but also a necessary condition for their survival in society.The ability of language and spoken language should be grasped as early as possible, and the primary school stage is mainly to recognize and learn words and words one by one. Therefore, it is very important to explore the methods and strategies of cultivating oral communication ability from the beginning of middle school students.Children in this period are different from those in elementary school and have a good understanding of language, and in theory they will be better than in high school.However, at present, the education of oral communication ability of middle school students in our country, especially in rural and remote areas, is not optimistic.This paper distributes two questionnaires to collect and analyze the relevant information. The main subjects are junior high school students and junior middle school Chinese teachers.The results show that the reason why junior high school students' oral communication ability is low is not the only reason, but the joint action of various factors, mainly involving teachers, students and examination-oriented education.And traditional ideas and other aspects.Therefore, the author draws lessons from the relevant successful experience of foreign countries, from the actual phenomenon, mainly aims at restricting the junior high school student oral language development unfavorable factor, stimulates the study need, positively and passionately encourages, creates the study atmosphere.In order to provide theoretical guidance for solving the problem of oral communication of junior high school students, this paper studies on how to cultivate students' enthusiasm for oral communication and improve teachers' ability to develop oral communication.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

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本文編號：1692385