發(fā)布時(shí)間：2018-10-31 19:28

【摘要】：教師的課堂教學(xué)語言是教師向?qū)W生傳遞教學(xué)信息、進(jìn)行教學(xué)活動(dòng)的重要工具,是課堂教學(xué)必不可少的一部分�！读x務(wù)教育語文課程標(biāo)準(zhǔn)(修訂稿)》指出:“語文課程是一門學(xué)習(xí)語言文字運(yùn)用的綜合性、實(shí)踐性課程�！彼�,教師的課堂教學(xué)語言對(duì)語文教師有著極其重要的作用。教師用語言向?qū)W生傳授知識(shí)、傳遞情感,塑造生動(dòng)的課堂;用語言交流思想,塑造語言運(yùn)用的模范榜樣。因此,教師的課堂教學(xué)語言不同于日常生活中使用的語言,它是根據(jù)一定的語言規(guī)律和教學(xué)內(nèi)容,按照教師自身的特點(diǎn),并結(jié)合學(xué)生的心理發(fā)展規(guī)律設(shè)計(jì)的語言。教師通過對(duì)課堂教學(xué)語言的熟練運(yùn)用,煥發(fā)課堂的生命活力,促進(jìn)學(xué)生的健康發(fā)展。為了了解小學(xué)語文教師課堂教學(xué)語言的現(xiàn)狀,本課題通過在小學(xué)發(fā)放教師和學(xué)生的調(diào)查問卷,以及對(duì)教師和學(xué)生進(jìn)行訪談兩方面的實(shí)況調(diào)查,發(fā)現(xiàn)小學(xué)語文教師課堂教學(xué)語言存在的問題主要有:教師課堂教學(xué)口語方面,教師語言中出現(xiàn)不確定的內(nèi)容,語言重復(fù)、習(xí)慣用語較多,評(píng)價(jià)語和提問語針對(duì)性不強(qiáng);教師課堂教學(xué)書面語方面,教師的板書書寫缺乏美感和創(chuàng)新性,無法與教學(xué)內(nèi)容完美契合,板書容量出現(xiàn)過多或過少的情況;教師的體態(tài)語方面,教師的肢體語言或生硬或隨意,給學(xué)生帶來不必要的消極影響。針對(duì)小學(xué)語文教師在課堂教學(xué)語言上出現(xiàn)的問題,本論文主要從教師入手,結(jié)合小學(xué)生的心理、生理發(fā)展?fàn)顩r,提出了幾條可行性建議:一是教師應(yīng)該積累語言素材,豐富自身的知識(shí)結(jié)構(gòu),并將各方面知識(shí)靈活地滲透在課堂教學(xué)語言中,使語文課堂豐富而飽滿;二是熟知小學(xué)生成長(zhǎng)規(guī)律,了解在小學(xué)階段學(xué)生的認(rèn)知發(fā)展?fàn)顩r、言語發(fā)展?fàn)顩r和個(gè)性發(fā)展?fàn)顩r,做好課堂教學(xué)語言預(yù)設(shè),設(shè)計(jì)出符合小學(xué)生的語文課堂;三是提升審美情趣,以足夠的美學(xué)知識(shí),增強(qiáng)課堂教學(xué)語言的豐富性和藝術(shù)性;四是增強(qiáng)課后反思能力,整體提高課堂教學(xué)語言的表達(dá)效果,教師應(yīng)對(duì)每一堂課都進(jìn)行及時(shí)的反思,找出問題并及時(shí)解決,從而提高教師自身的課堂教學(xué)語言水平。希望通過豐富教師的文化知識(shí)、心理學(xué)知識(shí)以及增強(qiáng)教師的審美能力、反思能力等建議,能夠有針對(duì)性地解決現(xiàn)今小學(xué)語文教師課堂教學(xué)語言中出現(xiàn)的問題,并給小學(xué)一線教師帶來些許幫助。
[Abstract]:Teachers' classroom teaching language is an important tool for teachers to transmit teaching information to students and carry out teaching activities. It is an indispensable part of classroom teaching. The Standard of compulsory Education Chinese Curriculum (revised draft) points out: "Chinese curriculum is a comprehensive and practical course for learning the use of language and characters." Therefore, the teacher's classroom teaching language plays an extremely important role in Chinese teachers. Teachers use language to impart knowledge to students, transfer emotion and create vivid classroom, and use language to exchange ideas and model the use of language. Therefore, the classroom teaching language of teachers is different from the language used in daily life. It is designed according to certain language laws and teaching contents, according to the characteristics of teachers themselves, and in combination with the law of students' psychological development. Through the skillful use of the classroom teaching language, teachers radiate the vitality of the classroom and promote the healthy development of the students. In order to understand the current situation of classroom teaching language for Chinese teachers in primary schools, this paper gives out questionnaires for teachers and students in primary schools, and interviews with teachers and students. The main problems in the classroom teaching language of primary school Chinese teachers are as follows: in the aspect of teachers' oral English in classroom teaching, there are uncertain contents in the teacher's language, language repetition, more idioms, and weak pertinence of the evaluation language and the questioning language; In the aspect of written language in classroom teaching, teachers' writing on blackboard lacks aesthetic sense and innovation, which can not fit perfectly with the teaching content, and the blackboard has too much or too little capacity. In the aspect of body language of teachers, the body language of teachers can bring unnecessary negative effects to students. In view of the problems in the classroom teaching language of primary school Chinese teachers, this paper mainly starts with the teachers, combining with the mental and physiological development of primary school students, and puts forward several feasible suggestions: first, teachers should accumulate language materials, Enrich their own knowledge structure, and the various aspects of knowledge flexible infiltration in the classroom teaching language, make the Chinese classroom rich and full; Secondly, we should know the law of pupils' growth, understand the students' cognitive development, language development and personality development in primary school, do a good job of classroom teaching language presupposition, and design a language classroom that accords with primary school students. Third, enhance the aesthetic taste, with sufficient aesthetic knowledge, enhance the richness and artistry of classroom teaching language; The fourth is to enhance the ability of reflection after class, improve the overall expression of classroom teaching language, teachers should reflect on each class in time, find out the problems and solve them in time, thereby improving the teachers' own teaching language level. It is hoped that by enriching teachers' cultural knowledge, psychological knowledge, enhancing teachers' aesthetic ability, reflective ability and other suggestions, we can solve the problems in the classroom teaching language of primary school Chinese teachers. And to the primary school teachers to bring some help.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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本文編號(hào)：2303310