【摘要】：眾所周知,語言是情感滲透的有效而又特殊的信息傳承方式,情感性教學語言必然成為這條紐帶中的重要組成部分。它彰顯了教師的人格魅力,增強了教學穿透力。唐朝詩人白居易曾發(fā)出這樣的感慨：“感人心者,莫先乎情”。將情感融入教學語言之中,加強數(shù)學學科教學語言的情感性是進行數(shù)學知識教育、情感教育的有效手段。教學語言如果沒有情感的血液在流動,就會蒼白無力,索然寡味,學生對知識的感觸就是遲鈍的。論文共分四個部分：第一部分通過對國內(nèi)外相關(guān)文章著作的查找,概述了情感性教學語言的作用。通過元分析,分析國內(nèi)學者對情感性教學語言的研究現(xiàn)狀,明確情感性教學語言在數(shù)學教學教學中的作用和意義。第二部分概述了情感性教學語言的基本概念,通過比較情感性教學語言與—般教學語言在數(shù)學教學中的區(qū)別,分析情感性教學語言的不同功能,明確情感性教學語言的概念,并以此引申出情感性教學語言的代表性分類,并從中選取了一種作為后文論述的基礎(chǔ)。第三部分為本論文的實證研究部分,包含三個方面。一方面是對所選擇的新手型教師與專家型教師的課堂實錄進行對比研究,發(fā)現(xiàn)專家型教師的情感性教學語言顯著優(yōu)于新手型教師。其次對筆者所在縣市的高中教師中進行了情感性教學語言使用情況的調(diào)查問卷研究,通過研究發(fā)現(xiàn)不同學科、不同年齡、不同性別、不同性格的教師對情感性教學語言的理解和使用均有較大差異。再次針對筆者所在學校采取對照組實驗設(shè)計,運用調(diào)查法、個案研究法等手段,分析研究教師的情感性教學語言對學生學習興趣、課堂參與度以及學生成績、師生關(guān)系之間關(guān)系。以期望通過以上研究能對廣大數(shù)學教師今后的教學、教師的快速成長提供一定的參考依據(jù)。第四部分為本研究對數(shù)學教學的些許啟示以及筆者對于如何提高數(shù)學教師情感性教學語言使用的實施方法與策略的一些思考。本課題就以情感性教學語言在中學數(shù)學教學中應用的實證研究為引線,以高中數(shù)學教學為例,運用現(xiàn)代教育科學研究的方法,充分利用教學語言的藝術(shù)性將數(shù)學教師原有的枯燥乏味的教學語言向情感性教學語言轉(zhuǎn)化,探究如何最大程度地發(fā)揮情感性教學語言的有效性進行的實證研究,從而達到優(yōu)化教學過程、激發(fā)學習興趣,提高學習質(zhì)量,為學生的終身學習、發(fā)展,提高素質(zhì)進行有益的探討。
[Abstract]:As we all know, language is an effective and special way of information transmission, and emotional teaching language must be an important part of this link. It shows the charm of teachers' personality and enhances the penetrating power of teaching. Tang Dynasty poet Bai Juyi has issued such feelings: "the feeling of the heart, no first love." It is an effective means of mathematics knowledge education and emotion education to integrate emotion into teaching language and strengthen emotion of mathematics teaching language. If there is no emotional blood flow, teaching language will be pale and weak, students' feelings of knowledge is dull. The thesis is divided into four parts: the first part summarizes the role of emotional teaching language through the search of relevant articles at home and abroad. Through meta-analysis, this paper analyzes the present situation of domestic scholars' research on affective teaching language, and clarifies the role and significance of emotional teaching language in mathematics teaching. The second part summarizes the basic concept of emotional teaching language, compares the difference between emotional teaching language and general teaching language in mathematics teaching, analyzes the different functions of emotional teaching language, and clarifies the concept of emotional teaching language. In this way, the representative classification of affective teaching language is derived, and a kind of teaching language is selected as the basis of later discussion. The third part is the empirical research part of this paper, including three aspects. On the one hand, it is found that the affective teaching language of expert teachers is significantly better than that of new-hand teachers through a comparative study of the classroom records of new-hand teachers and expert-type teachers. Secondly, the author conducted a questionnaire study on the use of affective teaching language among senior high school teachers in the counties and cities where the author lived. Through the research, we found that different subjects, different ages, different sexes, Teachers with different personalities have great differences in their understanding and use of affective teaching language. Thirdly, according to the experimental design of the control group in my school, using the methods of investigation, case study and so on, this paper analyzes and studies the teachers' emotional teaching language's interest in students' study, classroom participation and students' achievement, and so on. The relationship between teachers and students. With the hope that the above research can provide a certain reference for the future teaching of mathematics teachers and the rapid growth of teachers. The fourth part is the inspiration of this study to mathematics teaching and the author's thoughts on how to improve the implementation methods and strategies of mathematics teachers' emotional teaching language. Taking the empirical research on the application of emotional teaching language in middle school mathematics teaching as the lead, taking the senior high school mathematics teaching as an example, this paper applies the method of modern educational science research. Make full use of the artistry of the teaching language to transform the original boring teaching language of mathematics teachers into the emotional teaching language, and explore how to exert the effectiveness of the affective teaching language to the maximum extent of the empirical research. In order to optimize the teaching process, stimulate interest in learning, improve the quality of learning, students for life-long learning, development, improve the quality of beneficial discussion.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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