【摘要】：全日制教育碩士是培育具有實(shí)踐性的教育人才,這些碩士以后大部分是進(jìn)入中學(xué)教學(xué),他們是未來(lái)教師隊(duì)伍的重要組成部分。隨著教師專業(yè)化程度的逐步加深,實(shí)習(xí)教師的專業(yè)發(fā)展問(wèn)題也不容忽視。本論文主要通過(guò)課堂觀察法,調(diào)查問(wèn)卷法,訪談法等方式,對(duì)全日制教育碩士語(yǔ)文實(shí)習(xí)教師的課堂教學(xué)語(yǔ)言進(jìn)行調(diào)查研究。本文的第一章是關(guān)于語(yǔ)文學(xué)科課堂教學(xué)語(yǔ)言研究的相關(guān)總結(jié),是基于語(yǔ)文學(xué)科的工具性和人文性,主要分析語(yǔ)文教師課堂教學(xué)語(yǔ)言的內(nèi)涵、特點(diǎn)以及基本要求,本章節(jié)主要是在他人研究成果的基礎(chǔ)上歸納出來(lái)的。第二章則是有關(guān)語(yǔ)文實(shí)習(xí)教師課堂教學(xué)語(yǔ)言的反思。其中,語(yǔ)文實(shí)習(xí)教師課堂教學(xué)語(yǔ)言存在的主要問(wèn)題有:喪失示范和評(píng)價(jià)的有效性;缺乏課堂對(duì)話和提問(wèn)的實(shí)效性;忽視學(xué)生的個(gè)性培養(yǎng)和能力的發(fā)展;過(guò)度應(yīng)用現(xiàn)代教育技術(shù)削弱了教學(xué)語(yǔ)言等等,并針對(duì)上述現(xiàn)象進(jìn)行分析,概括了產(chǎn)生這些問(wèn)題的主要原因:實(shí)習(xí)教師比較缺乏教育智慧;實(shí)習(xí)教師不太注重教學(xué)藝術(shù)的追求;實(shí)習(xí)教師在教學(xué)策略中輕視預(yù)設(shè)與生成的關(guān)系;網(wǎng)絡(luò)語(yǔ)言對(duì)實(shí)習(xí)教師課堂教學(xué)語(yǔ)言的沖擊等等。之后又道出了提高語(yǔ)文實(shí)習(xí)教師課堂教學(xué)語(yǔ)言水平的意義:能有效地提高實(shí)習(xí)教師課堂教學(xué)的效率、保證課堂教學(xué)的質(zhì)量;能為學(xué)生學(xué)習(xí)語(yǔ)言提供良好的示范;可以促使師生之間的關(guān)系更加和諧;更好地促進(jìn)學(xué)生多方面能力的發(fā)展等等。第三章主要探討了優(yōu)化語(yǔ)文實(shí)習(xí)教師課堂教學(xué)語(yǔ)言的策略,主要從實(shí)習(xí)教師本人、實(shí)習(xí)指導(dǎo)教師、高校培養(yǎng)教師三方面進(jìn)行闡述。實(shí)習(xí)教師自身要樹(shù)立優(yōu)化教學(xué)語(yǔ)言的意識(shí),加強(qiáng)自身素養(yǎng);積極積累語(yǔ)言素材,增加自己的知識(shí)儲(chǔ)備;認(rèn)真?zhèn)湔n,處理好預(yù)設(shè)和生成的關(guān)系;分析教學(xué)對(duì)象,有針對(duì)性地選擇教學(xué)語(yǔ)言;同時(shí)還要學(xué)會(huì)在學(xué)習(xí)觀摩中加強(qiáng)訓(xùn)練。而實(shí)習(xí)指導(dǎo)教師要認(rèn)真負(fù)責(zé)地對(duì)待自己的實(shí)習(xí)教師,多與其進(jìn)行交流,提出自己的意見(jiàn)和建議,耐心指導(dǎo)。高校在培養(yǎng)教師上主要是增設(shè)一些教學(xué)理論與實(shí)踐相結(jié)合的課程,多組織實(shí)習(xí)教師參加中學(xué)教師的講座,等等。本文旨在為廣大一線語(yǔ)文實(shí)習(xí)教師提供一些理論和實(shí)踐指導(dǎo),以提高他們的課堂教學(xué)語(yǔ)言水平,并為以后走向工作崗位的自己打下相應(yīng)的理論基礎(chǔ),以便指導(dǎo)以后的教育和教學(xué)實(shí)踐。教學(xué)語(yǔ)言能力的提高不是一蹴而就的,我們這些實(shí)習(xí)教師首先要樹(shù)立優(yōu)化教學(xué)語(yǔ)言的意識(shí),并掌握先進(jìn)的教學(xué)理念,之后還要在教學(xué)實(shí)踐中不斷訓(xùn)練,以優(yōu)化自己的課堂教學(xué)語(yǔ)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(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3;G643

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