【摘要】：全日制教育碩士是培育具有實踐性的教育人才,這些碩士以后大部分是進入中學教學,他們是未來教師隊伍的重要組成部分。隨著教師專業(yè)化程度的逐步加深,實習教師的專業(yè)發(fā)展問題也不容忽視。本論文主要通過課堂觀察法,調查問卷法,訪談法等方式,對全日制教育碩士語文實習教師的課堂教學語言進行調查研究。本文的第一章是關于語文學科課堂教學語言研究的相關總結,是基于語文學科的工具性和人文性,主要分析語文教師課堂教學語言的內涵、特點以及基本要求,本章節(jié)主要是在他人研究成果的基礎上歸納出來的。第二章則是有關語文實習教師課堂教學語言的反思。其中,語文實習教師課堂教學語言存在的主要問題有:喪失示范和評價的有效性;缺乏課堂對話和提問的實效性;忽視學生的個性培養(yǎng)和能力的發(fā)展;過度應用現(xiàn)代教育技術削弱了教學語言等等,并針對上述現(xiàn)象進行分析,概括了產(chǎn)生這些問題的主要原因:實習教師比較缺乏教育智慧;實習教師不太注重教學藝術的追求;實習教師在教學策略中輕視預設與生成的關系;網(wǎng)絡語言對實習教師課堂教學語言的沖擊等等。之后又道出了提高語文實習教師課堂教學語言水平的意義:能有效地提高實習教師課堂教學的效率、保證課堂教學的質量;能為學生學習語言提供良好的示范;可以促使師生之間的關系更加和諧;更好地促進學生多方面能力的發(fā)展等等。第三章主要探討了優(yōu)化語文實習教師課堂教學語言的策略,主要從實習教師本人、實習指導教師、高校培養(yǎng)教師三方面進行闡述。實習教師自身要樹立優(yōu)化教學語言的意識,加強自身素養(yǎng);積極積累語言素材,增加自己的知識儲備;認真?zhèn)湔n,處理好預設和生成的關系;分析教學對象,有針對性地選擇教學語言;同時還要學會在學習觀摩中加強訓練。而實習指導教師要認真負責地對待自己的實習教師,多與其進行交流,提出自己的意見和建議,耐心指導。高校在培養(yǎng)教師上主要是增設一些教學理論與實踐相結合的課程,多組織實習教師參加中學教師的講座,等等。本文旨在為廣大一線語文實習教師提供一些理論和實踐指導,以提高他們的課堂教學語言水平,并為以后走向工作崗位的自己打下相應的理論基礎,以便指導以后的教育和教學實踐。教學語言能力的提高不是一蹴而就的,我們這些實習教師首先要樹立優(yōu)化教學語言的意識,并掌握先進的教學理念,之后還要在教學實踐中不斷訓練,以優(yōu)化自己的課堂教學語言。
[Abstract]:Full-time Master of Education is to cultivate practical educational talents. Most of these masters will enter middle school teaching, and they will be an important part of the future teaching team. With the deepening of teacher specialization, the professional development of intern teachers can not be ignored. Through classroom observation, questionnaire and interview, this paper investigates the classroom teaching language of full-time Chinese language intern teachers with master's degree in education. The first chapter of this paper is a summary of the research on the classroom teaching language of Chinese subject, which is based on the instrumental and humanism of the Chinese subject, and mainly analyzes the connotation, characteristics and basic requirements of the classroom teaching language of Chinese teachers. This chapter is based on the research results of others. The second chapter is about the reflection of language teaching language. Among them, the main problems of classroom teaching language of Chinese intern teachers are: losing the effectiveness of demonstration and evaluation, lacking the effectiveness of classroom dialogue and questioning, neglecting the development of students' personality and ability; The excessive application of modern educational technology weakens the teaching language and so on, and analyzes the above phenomena, summarizes the main reasons for these problems: the intern teachers lack the educational wisdom, the intern teachers pay little attention to the pursuit of teaching art, and so on. Intern teachers despise the relationship between presupposition and generation in their teaching strategies, and the impact of network language on classroom teaching language of intern teachers. After that, the author points out the significance of improving the teaching language level of Chinese practical teachers: it can effectively improve the efficiency of classroom teaching, guarantee the quality of classroom teaching, provide a good example for students to learn the language. Can promote the relationship between teachers and students more harmonious, better promote the development of students' ability in many aspects, and so on. The third chapter mainly discusses the strategies of optimizing the language of classroom teaching for Chinese practical teachers, mainly from three aspects: the intern teachers themselves, the practice guidance teachers and the cultivation of teachers in colleges and universities. The intern teachers themselves should set up the consciousness of optimizing the teaching language, strengthen their own accomplishment, actively accumulate the language material, increase their knowledge reserve, carefully prepare lessons, deal with the relationship between presupposition and generation, and analyze the teaching objects. Choose the language of instruction in a targeted way, and also learn to strengthen training in learning and observing. The practical guidance teachers should treat their intern teachers seriously and responsibly, communicate with them, put forward their own opinions and suggestions, and guide patiently. In the training of teachers, colleges and universities mainly add some courses which combine teaching theory with practice, organize intern teachers to attend lectures of middle school teachers and so on. The purpose of this paper is to provide some theoretical and practical guidance for the majority of first-line Chinese language interns in order to improve their classroom teaching language level, and to lay the corresponding theoretical foundation for themselves to go to work in the future. In order to guide the future education and teaching practice. It is not easy to improve the ability of teaching language. First of all, we teachers should set up the consciousness of optimizing the teaching language, master the advanced teaching idea, and then train continuously in the teaching practice. To optimize their own classroom teaching language.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3;G643

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