【摘要】：本文從語用學的角度對小學語文教師的課堂教學語言進行研究，其中運用了語境理論、評價性用語理論、提問性用語理論。本文選取了幾位知名的小學語文特級教師的教學案例，細致分析了這幾位教師獨特的教學語言，意在結合語用學和小學語文教學中的教學理論，去深入理解精妙的課堂教學語言所產生的語用效果，，也為將來自己成為語文教師后能更好的開展語文教學活動積累一些經驗。 論文共分為六個部分： 第一部分是本文的引言。首先回顧當代小學語文教師教學語言的研究背景，說明其研究的現(xiàn)狀以及研究內容，并且對本文的研究意義和方法進行說明。 第二部分介紹了本課題研究的必要性，并對論文中涉及的相關概念進行了解釋。 第三部分運用語境的理論對小學語文教師教學語言進行分析和闡釋，提出了創(chuàng)設語境的具體方法，并選取李吉林老師的教學實錄，學習她在課堂上對情境教學的具體應用。 第四部分是對教師課堂評價性用語的分析，把教師的評價語做出了分類，并結合課堂實錄分析好的評價性語言對學生學習有哪些作用。 第五部分是對教師課堂提問語言的研究，并提出了具體的提問策略。 最后一部分是結語。語用學對小學語文教學有著密切的關系，本文在前人研究的基礎上做出了理論的總結和延伸，希望可以對規(guī)范教師語言起到借鑒作用。
[Abstract]:From the perspective of pragmatics, this paper studies the classroom teaching language of primary school Chinese teachers, which uses context theory, evaluative language theory and questioning language theory. This article selects several well-known primary school language teachers' teaching cases, and analyzes the unique teaching language of these teachers in detail, aiming at combining the teaching theory of pragmatics and primary school Chinese teaching. To deeply understand the pragmatic effects of the subtle language of classroom teaching can also accumulate some experience for the future to become a language teacher to better carry out the language teaching activities. The thesis is divided into six parts: the first part is the introduction of this paper. Firstly, it reviews the background of the research on the teaching language of Chinese teachers in primary schools, explains the current situation and contents of the research, and explains the significance and methods of the research. The second part introduces the necessity of the research and explains the related concepts. The third part uses the theory of context to analyze and explain the teaching language of primary school Chinese teachers, puts forward the concrete method of creating context, and chooses the teaching record of Li Jilin to study her concrete application to situational teaching in the classroom. The fourth part is the analysis of teachers' classroom evaluative language, which classifies the teacher's evaluative language, and analyzes the effect of the good evaluative language on the students' learning in the light of classroom record. The fifth part is the research of teachers'classroom questioning language, and put forward specific questioning strategies. The last part is the conclusion. Pragmatics is closely related to Chinese teaching in primary schools. Based on the previous studies, this paper makes a theoretical summary and extension, hoping to play a reference role in standardizing teachers' language.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G623.2

【參考文獻】

相關期刊論文 前1條

1 張冰;語文教師的語言素質[J];語文教學與研究;2002年07期

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