【摘要】：初中教師的教學(xué)語言是傳播歷史知識的主要媒介,是師生之間心靈溝通的橋梁,是幫助學(xué)生學(xué)習(xí)歷史知識,形成正確歷史觀,反思?xì)v史的重要手段。初中歷史教師運(yùn)用有趣的、有歷史味的教學(xué)語言能夠激起學(xué)生的學(xué)習(xí)熱情,培養(yǎng)學(xué)生的史實(shí)思辨能力,激發(fā)學(xué)生的歷史人文情感。本文運(yùn)用文獻(xiàn)研究法、課堂案例分析法,分析了歷史課堂教學(xué)語言的作用和要求;論述了初中歷史課堂教學(xué)語言存在教師的教學(xué)語言缺乏創(chuàng)新性、哲理性、規(guī)范性;教師史實(shí)概念缺乏科學(xué)性;教師語言暴力普遍存在;教師批評、表揚(yáng)分寸不得當(dāng);師生之間互動不流暢等問題。從學(xué)校、教師、學(xué)生等幾個方面找到了出現(xiàn)問題的原因。即:缺少正規(guī)培訓(xùn);歷史學(xué)科沒有受到應(yīng)有重視;歷史教師專業(yè)素養(yǎng)淺薄;歷史教師教學(xué)反思虛設(shè);歷史教學(xué)語言素養(yǎng)不高;學(xué)生主體意識淡薄;學(xué)生不愿參與教學(xué)活動等。針對初中歷史課堂教學(xué)語言存在的問題,筆者提出了一些建設(shè)性的觀點(diǎn)。即在提高教師語言培訓(xùn)的力度上,學(xué)校應(yīng)該落實(shí)教師語言培訓(xùn)和尋找多種學(xué)習(xí)語言的途徑。教師應(yīng)加強(qiáng)歷史教學(xué)語言學(xué)習(xí)、提升教學(xué)語言文化修養(yǎng)及注重史料的累積和運(yùn)用。學(xué)生自身要加強(qiáng)與教師的互動和鍛煉歷史學(xué)科語言表達(dá)能力�？傊�,初中歷史教學(xué)語言是影響學(xué)生歷史思維發(fā)展和學(xué)習(xí)效率的重要教學(xué)手段。針對現(xiàn)存的初中歷史課堂教學(xué)語言問題,教師應(yīng)改變自身對歷史學(xué)科教學(xué)的態(tài)度,提升自身專業(yè)素養(yǎng)和語言修養(yǎng)。這樣才能發(fā)揮教學(xué)語言藝術(shù)的魅力,讓學(xué)生感悟歷史的價值。
[Abstract]:The teaching language of junior middle school teachers is the main medium of spreading historical knowledge, the bridge of spiritual communication between teachers and students, and the important means to help students learn historical knowledge, form a correct view of history and reflect on history. The use of interesting and historical teaching language by history teachers in junior high school can arouse students' enthusiasm for learning, cultivate students' ability of historical reasoning and stimulate students' historical and humanistic feelings. This paper analyzes the function and requirements of history classroom teaching language by using literature research and classroom case analysis, and discusses the lack of innovation, philosophy and standardization of teachers' teaching language in history classroom teaching language in junior high school. The concept of teacher's historical facts is lack of scientific nature; the teacher's language violence is widespread; the teacher's criticism and praise are not appropriate; the interaction between teachers and students is not smooth and so on. From the school, teachers, students and other aspects to find the cause of the problem. Namely: lack of formal training; history subject has not received due attention; history teachers' professional literacy is shallow; history teachers' teaching introspection is hypocritical; history teaching language literacy is not high; students' subjective consciousness is weak; students are unwilling to participate in teaching activities and so on. In view of the problems existing in history classroom teaching language in junior high school, the author puts forward some constructive views. That is to say, in order to improve teachers' language training, schools should implement teacher language training and find ways to learn different languages. Teachers should strengthen the learning of history teaching language, improve the culture of teaching language and pay attention to the accumulation and application of historical materials. Students themselves should strengthen their interaction with teachers and exercise their language expression ability in history subjects. In a word, history teaching language in junior high school is an important teaching method which affects the development of students' historical thinking and learning efficiency. In view of the existing language problems in history classroom teaching in junior high school, teachers should change their attitude towards history teaching and improve their own professional accomplishment and language accomplishment. Only in this way can the charm of teaching language art be brought into play and students realize the value of history.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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本文編號：2238627