本文選題：課堂教學(xué) + 時(shí)髦語言　； 參考：《西南大學(xué)》2013年碩士論文

【摘要】：近年來,依托于網(wǎng)絡(luò)、電視、手機(jī)、報(bào)紙等各種傳媒而生,內(nèi)容涵蓋網(wǎng)絡(luò)熱詞、新聞事件焦點(diǎn)話語、電影電視經(jīng)典臺(tái)詞等的時(shí)髦語言逐漸受到學(xué)者們的關(guān)注。時(shí)髦語言的流行是一個(gè)復(fù)雜的社會(huì)亞文化現(xiàn)象,時(shí)髦語言在中學(xué)課堂中的流行情況及其利弊研究是一個(gè)來源于現(xiàn)實(shí)的問題,而不是一個(gè)純粹的理論問題。針對(duì)時(shí)髦語言研究中的不足,本文試著拓寬視角,運(yùn)用教育學(xué)原理、教育文化學(xué)、教育社會(huì)學(xué)理論并從教學(xué)交往的角度,通過課堂教學(xué)觀察以及從教師和學(xué)生們的言語實(shí)例收集入手,來闡釋時(shí)髦語言在中學(xué)課堂教學(xué)中的流行性現(xiàn)象。 首先,基于有關(guān)研究的基本背景和界定相關(guān)的基本概念,從“知、情、意、行”四個(gè)維度設(shè)計(jì)了涉及中學(xué)生對(duì)時(shí)髦語言的“熟悉度”、“理解度、“應(yīng)用度”以及中學(xué)生對(duì)教師在課堂教學(xué)中使用時(shí)髦語“所持態(tài)度”等內(nèi)容的調(diào)查問卷,并對(duì)初中二年級(jí)綜合情況屬中等水平的兩個(gè)班的學(xué)生進(jìn)行了調(diào)查,對(duì)分屬70、80兩個(gè)年齡段的部分初中教師進(jìn)行了訪談。通過對(duì)調(diào)查數(shù)據(jù)的統(tǒng)計(jì)、分析發(fā)現(xiàn)時(shí)髦語言在當(dāng)前初中課堂中的運(yùn)用存在不適時(shí)、不適度、不適處的非適切性問題,凸顯出學(xué)生語言倫理缺失,教師課堂話語權(quán)威,學(xué)校主流文化與青少年流行文化沖突等問題特征。 其次,對(duì)上述統(tǒng)計(jì)數(shù)據(jù)進(jìn)一步發(fā)現(xiàn)認(rèn)為,當(dāng)前時(shí)髦語言在初中課堂教學(xué)中的運(yùn)用還存在諸如教師面對(duì)“時(shí)髦語言”態(tài)度存疑,對(duì)青少年學(xué)生流行文化缺乏關(guān)注,對(duì)如何有效應(yīng)用時(shí)髦語言存在困惑等問題。同時(shí),深入思考認(rèn)為,造成上述時(shí)髦語言中小學(xué)課堂教學(xué)運(yùn)用問題的原因：一是90后初中學(xué)生獨(dú)特的心理特征和生活文化氛圍；二是媒介素養(yǎng)教育的缺乏；三是受傳統(tǒng)教育模式的影響；四是受教師文化素養(yǎng)和教學(xué)觀念的影響。 最后,基于對(duì)時(shí)髦語言的積極教學(xué)功能和消極影響進(jìn)行利弊分析認(rèn)為,在中學(xué)課堂教學(xué)中趨利避害地使用時(shí)髦語言是必然選擇。對(duì)此,我們根據(jù)相關(guān)教育理論和教師教學(xué)實(shí)踐理論,以具體的課堂教學(xué)中時(shí)髦語言的應(yīng)用為取向,提出了諸如在初中課堂運(yùn)用時(shí)髦語言要體現(xiàn)教育性,符合教師職業(yè)倫理和學(xué)生身心特征的原則,以及教師要充分認(rèn)識(shí)自己特征及發(fā)揮語言特長,注重利用流行文化以營造良好的教學(xué)氛圍,注重教學(xué)中滲透語言倫理道德教育,注重時(shí)髦語言教學(xué)運(yùn)用的有效性等具體對(duì)策。
[Abstract]:In recent years, relying on the network, television, mobile phones, newspapers and other media, the content covers the network hot words, news events focus discourse, film and television classic lines and other fashionable language gradually attracted the attention of scholars. The popularity of fashionable language is a complicated social subcultural phenomenon. The research on the popularity of fashionable language in the middle school classroom and its advantages and disadvantages is a problem from reality, not a pure theoretical problem. In view of the deficiency in the study of fashionable language, this paper tries to broaden the perspective, apply the principles of pedagogy, educational culturology, educational sociology, and from the angle of teaching communication. Through the observation of classroom teaching and the collection of language examples of teachers and students, this paper explains the epidemic phenomenon of fashionable language in middle school classroom teaching. First of all, based on the basic background of relevant research and the definition of relevant basic concepts, from the four dimensions of "knowing, feeling, meaning, line", this paper designs the "familiarity" and "understanding" involving middle school students to the fashionable language. The questionnaire of "degree of application" and middle school students' attitude to the use of fashionable words in classroom teaching, and the investigation of the students in two classes with middle level in the second grade of junior middle school, were carried out. The author interviewed some junior middle school teachers belonging to 70-80 age group. Through the statistics of the survey data, it is found that the use of fashionable language in the current junior middle school classroom is not timely, appropriate and unsuitable, which highlights the lack of students' language ethics and the authority of the teacher's classroom discourse. School mainstream culture and adolescent popular culture conflict and other characteristics. Secondly, according to the above statistical data, the author thinks that the current use of fashionable language in junior middle school classroom teaching still exists such as teachers' doubtful attitude towards "fashionable language" and lack of attention to the popular culture of young students. There are some puzzles about how to use fashionable language effectively. At the same time, the author thinks that the reasons for the problems in the classroom teaching of the fashionable language in primary and secondary schools are as follows: first, the special psychological characteristics and life culture atmosphere of the post-90s junior middle school students, second, the lack of media literacy education; The third is influenced by the traditional education mode, and the fourth by the teachers' cultural accomplishment and teaching concept. Finally, based on the analysis of the advantages and disadvantages of the positive teaching function and negative influence of the fashionable language, it is concluded that it is an inevitable choice to use the fashionable language in the middle school classroom teaching. In view of this, according to the relevant education theory and the teacher teaching practice theory, we take the specific classroom teaching fashionable language application as the orientation, proposed for example, uses the fashionable language in the junior middle school classroom to embody the educational nature, In line with the principles of teachers' professional ethics and students' physical and mental characteristics, teachers should fully understand their own characteristics and give full play to their language characteristics, pay attention to the use of popular culture to create a good teaching atmosphere, and pay attention to the infiltration of language ethics and moral education in teaching. Pay attention to the effectiveness of the use of fashionable language teaching and other specific countermeasures.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G632.0;H13

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