本文選題：歷史教師語(yǔ)言 + 歷史課堂教學(xué)��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：《普通高中歷史課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》對(duì)廣大中學(xué)歷史教師的教學(xué)做出了基本的要求和明確的標(biāo)準(zhǔn)。作為一門重要的人文學(xué)科的教學(xué),歷史課程教學(xué),在幫助學(xué)生認(rèn)識(shí)人類歷史發(fā)展脈絡(luò),形成科學(xué)的世界觀人生觀以及樹(shù)立遠(yuǎn)大的人生理想上,其歷史教師課堂教學(xué)語(yǔ)言的重要作用不可或缺。教學(xué)語(yǔ)言水平的高低,影響著學(xué)生對(duì)歷史知識(shí)的吸收和歷史思維的塑造,這樣的學(xué)科特點(diǎn)要求歷史教師應(yīng)具有較高水平的語(yǔ)言能力。因此,研究中學(xué)歷史教師的課堂教學(xué)語(yǔ)言特點(diǎn)、其在實(shí)際教學(xué)中遇到的相關(guān)問(wèn)題及優(yōu)化策略,就成為本文著力要探討的主要內(nèi)容。以達(dá)到在對(duì)中學(xué)歷史教師課堂教學(xué)語(yǔ)言的更深入認(rèn)識(shí)和了解后,有效提升教師課堂教學(xué)語(yǔ)言的運(yùn)用水平,進(jìn)而提高本學(xué)科的教學(xué)質(zhì)量。歷史教師良好的語(yǔ)言運(yùn)用,首先,對(duì)教師而言,有助于教師吸引學(xué)生注意力,促進(jìn)師生間良好的交流,更好地把握課堂,優(yōu)化歷史課堂教學(xué),提高教學(xué)效率,提升教師基本素養(yǎng),利于歷史教師的個(gè)人成長(zhǎng)和未來(lái)發(fā)展。其次,對(duì)學(xué)生來(lái)說(shuō),同樣也有助于學(xué)生的歷史語(yǔ)言能力的塑造和培養(yǎng),提高思維活動(dòng)的的敏捷性靈活性。因此,研究歷史教師的課堂教學(xué)語(yǔ)言不僅對(duì)于教學(xué)、教師、學(xué)生意義重大,而且也是當(dāng)今社會(huì)教育改革、社會(huì)進(jìn)步、人才發(fā)展的要求。本文論述了中學(xué)課堂的歷史學(xué)科教師的教學(xué)語(yǔ)言。第一章緒論部分對(duì)選題原因、選題意義、目前國(guó)內(nèi)外對(duì)此的研究現(xiàn)狀、本文擬研究目的及方法及對(duì)語(yǔ)言、教師語(yǔ)言、教學(xué)語(yǔ)言、歷史教學(xué)語(yǔ)言等概念進(jìn)行了界定。第二章通過(guò)深入挖掘中學(xué)歷史教學(xué)語(yǔ)言的本質(zhì)特點(diǎn)進(jìn)而揭示出基于中學(xué)歷史學(xué)科對(duì)歷史教學(xué)語(yǔ)言的要求：在語(yǔ)體上要使書(shū)面語(yǔ)體與口語(yǔ)體相結(jié)合；在語(yǔ)義上要達(dá)到語(yǔ)言義與歷史學(xué)科知識(shí)內(nèi)容本身固有語(yǔ)義一致、歷史教學(xué)語(yǔ)言的語(yǔ)言義表達(dá)以歷史學(xué)科特點(diǎn)為根據(jù)以及使歷史教學(xué)語(yǔ)言義侵染在富有歷史味的語(yǔ)言氛圍中：在形式上要合乎語(yǔ)言的歷史學(xué)科語(yǔ)音規(guī)范、條理清楚,符合歷史思維邏輯；在藝術(shù)上,要運(yùn)用多種手段使語(yǔ)言生動(dòng)形象化、認(rèn)知上和歷史教學(xué)情感性相統(tǒng)一、社會(huì)價(jià)值觀中要有公民教育的性格色彩；在對(duì)象上,語(yǔ)言要與學(xué)生年齡、地區(qū)、性別、知識(shí)水平以及特定歷史教學(xué)語(yǔ)言環(huán)境的相適應(yīng)。第三章分析了中學(xué)歷史教師課堂教學(xué)語(yǔ)言中的常見(jiàn)問(wèn)題、出現(xiàn)的原因以及可利用的對(duì)策：有使用語(yǔ)言常見(jiàn)病、由于學(xué)科專業(yè)知識(shí)造成歷史教學(xué)語(yǔ)言讀音不準(zhǔn)確、概念含混講不清楚以及語(yǔ)言貧乏枯燥無(wú)味、由于主題思想和史學(xué)理論的缺失帶來(lái)的歷史教學(xué)語(yǔ)言淺薄和單一、以及在情緒情感運(yùn)用不當(dāng)中歷史教學(xué)語(yǔ)言無(wú)靈魂可言。本文的研究,旨在對(duì)廣大一線歷史教師提高歷史課堂教學(xué)語(yǔ)言水平提供理論和實(shí)踐的指導(dǎo)。
[Abstract]:The History Curriculum Standard of General Senior High School (experiment) has made basic requirements and clear standards for the teaching of history teachers in the majority of middle schools. As an important humanities subject, history course teaching helps students understand the development of human history, form a scientific world outlook on life and set up a lofty ideal of life. The important role of history teacher's classroom teaching language is indispensable. The level of teaching language affects the students' absorption of historical knowledge and the shaping of historical thinking. The characteristics of such subjects require that history teachers should have a higher level of language competence. Therefore, it is the main content of this paper to study the characteristics of classroom teaching language of history teachers in middle school, the related problems encountered in practical teaching and the optimization strategies. In order to achieve a better understanding and understanding of the classroom teaching language of middle school history teachers, effectively improve the use of classroom teaching language of teachers, and then improve the teaching quality of the subject. The good use of language by history teachers, first of all, is helpful for teachers to attract students' attention, promote good communication between teachers and students, better grasp the classroom, optimize history classroom teaching, and improve teaching efficiency. Improving teachers' basic literacy is conducive to the personal growth and future development of history teachers. Secondly, for students, it also helps to shape and cultivate students' historical language ability and improve the agility of thinking activities. Therefore, studying the classroom teaching language of history teachers is not only of great significance to teaching, teachers and students, but also a requirement of education reform, social progress and the development of talents in today's society. This paper discusses the teaching language of history teachers in middle school classroom. The first chapter introduces the reasons for the topic, the significance of the topic, the current research situation at home and abroad, the purpose and method of this study and the definition of the concepts of language, teacher language, teaching language, history teaching language and so on. The second chapter reveals the requirements of history teaching language based on middle school history by digging into the essential characteristics of history teaching language in middle school: combining written language with oral style in style; In terms of semantics, the meaning of language should be consistent with the inherent meaning of the content of historical knowledge. The language meaning expression of the history teaching language is based on the characteristics of the history subject and the meaning of the history teaching language is infused in the language atmosphere full of historical taste. It conforms to the logic of historical thinking; in art, it is necessary to use various means to vividly visualize language, to unify cognition with historical teaching emotions, and to have the character color of civic education in social values; on the object, language should be related to the student's age. Region, gender, knowledge level and specific historical language environment. The third chapter analyzes the common problems, causes and available countermeasures in the classroom teaching language of middle school history teachers: common diseases of using language, inaccurate pronunciation of history teaching language due to subject and professional knowledge. The concept is ambiguous and the language is poor and boring, the language of history teaching is shallow and single due to the lack of thematic thought and historical theory, and the language of history teaching has no soul in the application of emotion and emotion. The purpose of this paper is to provide theoretical and practical guidance for history teachers to improve their teaching language.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張琴;;歷史教學(xué)中的語(yǔ)言藝術(shù)[J];成才之路;2011年22期

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本文編號(hào)：1980845