本文選題：初中留守兒童 + 口語交際能力�。� 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：初中學(xué)生口語交際能力的發(fā)展,不僅影響其書面表達(dá)能力,還影響其人際交往能力和社會(huì)適應(yīng)能力的發(fā)展,甚至影響其思維能力、智力水平等。可見,初中學(xué)生口語交際能力的發(fā)展對他們的成長至關(guān)重要。然而,初中留守兒童由于受到自身因素、教師因素和環(huán)境因素三方面的制約,口語交際能力與非留守兒童相比有差距。鑒于此,本文首先以初中留守兒童、初中非留守兒童以及初中語文教師為對象,通過課堂觀察、問卷調(diào)查,了解初中留守兒童口語交際能力與非留守兒童的差距、初中留守兒童口語交際教學(xué)以及初中留守兒童口語交際環(huán)境的現(xiàn)狀。然后從留守兒童自身、學(xué)校教師和家庭環(huán)境三個(gè)方面分析制約初中留守兒童口語交際能力發(fā)展的原因,發(fā)現(xiàn)有如下一些因素：從初中留守兒童自身來看,“情感的缺乏阻礙留守兒童交際意愿”、“留守兒童思維能力制約其溝通能力”、“留守兒童語料貧乏導(dǎo)致其表達(dá)枯燥”、“留守兒童認(rèn)識錯(cuò)誤影響其學(xué)習(xí)動(dòng)機(jī)”；從教師來看, “教師理念錯(cuò)誤導(dǎo)致認(rèn)識錯(cuò)位”、“教師認(rèn)識不足導(dǎo)致教學(xué)錯(cuò)位”、“教學(xué)目標(biāo)不具體致使課堂效率不高”；從初中留守兒童口語交際環(huán)境來看, “語言環(huán)境制約留守兒童言語能力的發(fā)展”、“教育意識的薄弱致使其缺乏正確的引導(dǎo)”、“留守兒童交流渠道的單一制約其能力的發(fā)展”。最后針對這些原因,本文提出了七點(diǎn)促進(jìn)初中留守兒童口語交際能力發(fā)展的有效策略：“加強(qiáng)溝通,感受關(guān)愛,消除心理障礙”、“加強(qiáng)思維訓(xùn)練,提高溝通能力”、“正確認(rèn)識,提高課堂參與意識”、 “積累豐富語料,促進(jìn)語言發(fā)展”、“拋卻錯(cuò)誤理念,發(fā)揮指導(dǎo)作用”、“依托教材,結(jié)合血清,細(xì)化教學(xué)目標(biāo)”、“拓展交際范圍”。
[Abstract]:The development of junior high school students' oral communication ability not only affects their written expression ability, but also affects the development of their interpersonal communication ability and social adaptation ability, and even affects their thinking ability, intelligence level and so on. Therefore, the development of junior high school students' oral communication ability is very important to their growth. However, due to the constraints of their own factors, teachers' factors and environmental factors, the oral communication ability of left-behind children in junior high school is different from that of non-left-behind children. In view of this, this article first takes the junior middle school left-behind children, the junior middle school non-left-behind children and the junior middle school Chinese teachers as the object, through classroom observation, questionnaire investigation, understands the junior middle school left-behind children's oral communication ability and the non-left-behind children's disparity. The present situation of oral communication teaching of left-behind children in junior high school and oral communication environment of left-behind children in junior high school. Then, from three aspects of left-behind children themselves, school teachers and family environment, this paper analyzes the reasons that restrict the development of oral communication ability of left-behind children in junior high school, and finds that there are some factors: from the perspective of left-behind children in junior high school, "the lack of emotion hinders the communication will of the left-behind children", "the thinking ability of the left-behind children restricts their communication ability", "the poor language materials of the left-behind children lead to their dull expression", and "the left-behind children's cognitive errors affect their learning motivation"; From the teacher's point of view, "the misconception of the teacher leads to the mismatch of the cognition", "the insufficient understanding of the teacher leads to the dislocation of the teaching", "the teaching goal is not specific to the classroom efficiency"; From the perspective of the oral communication environment of the left-behind children in junior high school, "the language environment restricts the development of the speech ability of the left-behind children", "the weakness of the educational consciousness leads to its lack of correct guidance". The single channel of communication for left-behind children restricts the development of their ability. Finally, in view of these reasons, this paper puts forward seven effective strategies to promote the development of oral communication ability of left-behind children in junior high school: "strengthen communication, feel care, eliminate psychological obstacles", "strengthen thinking training, improve communication skills". "correctly understand, improve the consciousness of classroom participation", "accumulate rich corpus, promote language development", "give up wrong ideas, play a guiding role", "rely on teaching materials, combine with serum, refine teaching goals", "expand the scope of communication".
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 陳俊;;淺談農(nóng)村留守兒童存在的問題及對策[J];黑龍江教育學(xué)院學(xué)報(bào);2010年10期

2 李玲;黃艷蘋;;國內(nèi)留守兒童研究綜述[J];社會(huì)心理科學(xué);2010年03期

相關(guān)碩士學(xué)位論文 前1條

1 卞彩巍;初中語文口語交際教學(xué)探究[D];東北師范大學(xué);2009年

，

本文編號：1811805