本文關(guān)鍵詞：中學(xué)語(yǔ)文課堂話語(yǔ)的問(wèn)題與對(duì)策研究　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：筆者通過(guò)在實(shí)習(xí)和見(jiàn)習(xí)中的經(jīng)歷,發(fā)現(xiàn)中學(xué)語(yǔ)文課堂話語(yǔ)的選擇和使用是十分必要的,話語(yǔ)的選擇和使用是決定語(yǔ)文課堂教學(xué)效率和教學(xué)效果的關(guān)鍵,它承擔(dān)著傳遞知識(shí),組織課堂和課堂交際的重要作用。本文的研究對(duì)象是語(yǔ)文課堂上的教學(xué)話語(yǔ),把研究的立足點(diǎn)放在實(shí)際的課堂教學(xué)中,對(duì)教師的教育教學(xué)話語(yǔ)進(jìn)行分析,嘗試著通過(guò)對(duì)于中學(xué)語(yǔ)文課堂話語(yǔ)的梳理,將其分類,發(fā)現(xiàn)課堂話語(yǔ)存在的問(wèn)題,并對(duì)這些問(wèn)題的解決做出自己的思考。全文共分三個(gè)部分。第一部是論述中學(xué)語(yǔ)文課堂話語(yǔ)的類型及其特點(diǎn),分成兩節(jié)。第一節(jié)是課堂話語(yǔ)的概述及其分類,將中學(xué)語(yǔ)文課堂話語(yǔ)分成知識(shí)類、課堂組織類和交際類話語(yǔ)。第二節(jié)針對(duì)中學(xué)課堂話語(yǔ),對(duì)其特點(diǎn)進(jìn)行分析。主要有針對(duì)性、目的性、互動(dòng)性、平等性、人文性等特點(diǎn)。第二部分是筆者結(jié)合在校期間見(jiàn)習(xí)和實(shí)習(xí)的經(jīng)歷,發(fā)現(xiàn)并分析中學(xué)語(yǔ)文課堂話語(yǔ)中存在的一些問(wèn)題。這部分分為四個(gè)小節(jié),從知識(shí)類、課堂組織類、交際互動(dòng)類和人文性話語(yǔ)四個(gè)角度出發(fā),提出每一類話語(yǔ)在實(shí)際課堂中出現(xiàn)的問(wèn)題,加以分析。第三部分是本文的核心內(nèi)容,意在提出解決中學(xué)語(yǔ)文課堂話語(yǔ)問(wèn)題的對(duì)策。行文中針對(duì)第二部分提出的問(wèn)題,分別從提高針對(duì)性、明確目的性、加強(qiáng)課堂話語(yǔ)的平等和互動(dòng)性和提升人文性四個(gè)方面尋找解決策略。論文試圖從中學(xué)語(yǔ)文課堂入手,依據(jù)話語(yǔ)的發(fā)出和接收規(guī)律,尋找和分析有效課堂話語(yǔ)使用策略,從而使中學(xué)語(yǔ)文課堂話語(yǔ)更具有教育的針對(duì)性、更加有效,為中學(xué)語(yǔ)文教育者們提供啟發(fā)和參考,也為自己今后從事語(yǔ)文教育工作奠定基礎(chǔ)。
[Abstract]:Through the experience in practice and probation, the author finds that the choice and use of middle school Chinese language discourse is very necessary, and the choice and use of discourse is the key to determine the efficiency and teaching effect of Chinese classroom teaching. It plays an important role in the transfer of knowledge and the organization of classroom and classroom communication. The object of this study is the teaching discourse in the Chinese classroom, and the foothold of the research is placed in the actual classroom teaching. Through the analysis of teachers' educational and teaching discourse, this paper tries to sort out the middle school Chinese classroom discourse and find out the problems in the classroom discourse. The first part discusses the types and characteristics of middle school Chinese classroom discourse, which is divided into two sections. The first section is an overview of classroom discourse and its classification. Middle school Chinese classroom discourse is divided into knowledge, classroom organization and communication discourse. The second section analyzes the characteristics of middle school classroom discourse. It is mainly targeted, purposeful, interactive and equal. The second part is to find and analyze some problems existing in the middle school Chinese classroom discourse, which is divided into four sections, from the knowledge category. From the four angles of classroom organization, communicative interaction and humanistic discourse, this paper puts forward the problems of each kind of discourse in the classroom and analyzes them. The third part is the core content of this paper. The purpose of this paper is to put forward some countermeasures to solve the problem of middle school Chinese classroom discourse. This paper tries to find solutions from four aspects of strengthening the equality and interactivity of classroom discourse and enhancing humanity. This paper attempts to start with the middle school Chinese classroom and according to the law of utterance and reception. To find and analyze effective classroom discourse use strategies, so as to make the middle school Chinese classroom discourse more educational pertinence, more effective, for middle school Chinese educators to provide inspiration and reference. Also lay the foundation for oneself to engage in Chinese education work in the future.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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