本文選題：語文 + 教學(xué)語言�。� 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：新課程標(biāo)準(zhǔn)將情感教育作為語文課程三維目標(biāo)中的重要組成部分,引起了語文教師對(duì)情感教育的關(guān)注。語文學(xué)科和其他學(xué)科相比,情感教育具有不可比擬的天然優(yōu)勢(shì),選入教材的文學(xué)作品蘊(yùn)含了豐富的人文內(nèi)涵,每一篇文章都寄予了作者濃厚的思想感情。教師在講述教材中的文章時(shí),要突出文學(xué)作品中蘊(yùn)含的思想感情,語文教師教學(xué)語言的情感性就顯得尤為重要。很多教師在實(shí)際的教學(xué)過程中,側(cè)重于知識(shí)的傳授,忽略了教學(xué)中的情感教育,更加忽視了教學(xué)語言情感性的表達(dá)。筆者在研究該論題的過程中,主要采用了文獻(xiàn)法、問卷調(diào)查法、案例分析法以及訪談法四種研究方法,對(duì)初中語文教師教學(xué)語言情感性的現(xiàn)狀進(jìn)行調(diào)查。首先,通過查閱文獻(xiàn)了解到有關(guān)教學(xué)語言情感性的研究情況,為本文的研究提供了一定的思路。其次,筆者主要是從影響教師教學(xué)語言情感性的情感因素來設(shè)計(jì)問卷的相關(guān)問題,對(duì)教師和學(xué)生分別進(jìn)行調(diào)查,針對(duì)同樣的問題,通過對(duì)比教師和學(xué)生的數(shù)據(jù),找出存在的問題。根據(jù)數(shù)據(jù)顯示出的問題,選取幾位有代表性的教師進(jìn)行訪談,根據(jù)訪談?dòng)涗浄治鰡栴}存在的原因。再次,通過收集整理到的教學(xué)案例進(jìn)行分析,指出教師在每個(gè)教學(xué)階段運(yùn)用的教學(xué)語言存在的問題。最后綜合以上幾種研究方法歸納語文教師教學(xué)語言情感性表達(dá)存在的問題,并提出相應(yīng)的策略。筆者通過研究發(fā)現(xiàn),語文教師在教學(xué)語言情感性的表達(dá)存在以下幾個(gè)問題:教師對(duì)教學(xué)語言情感性的關(guān)注度不夠;教師的教學(xué)語言表達(dá)缺乏一定的針對(duì)性,其中包括導(dǎo)入語、講授語、提問語、評(píng)價(jià)語以及結(jié)束語存在的問題;教師教學(xué)語言的表達(dá)沒有充分體現(xiàn)出對(duì)學(xué)生情感變化的關(guān)注;教師不能合理控制自身消極情緒對(duì)語言情感的影響;教學(xué)語言的節(jié)奏比較單一。筆者根據(jù)初中語文教師教學(xué)語言情感性的現(xiàn)狀,提出以下幾個(gè)策略:創(chuàng)設(shè)情感氛圍,喚起學(xué)生情感共鳴;教師的提問語要把握一定的原則;教師情感性教學(xué)語言的表達(dá),要側(cè)重于對(duì)學(xué)生的激勵(lì)性評(píng)價(jià);教師要注重情感調(diào)控,恰當(dāng)掌握語言節(jié)奏;教師教學(xué)語言情感性的表達(dá)對(duì)語文教師提出了相關(guān)的要求。
[Abstract]:The new curriculum standard regards emotional education as an important part of the three-dimensional target of Chinese curriculum, which causes Chinese teachers to pay close attention to emotional education. Compared with other subjects, emotional education has incomparable natural advantages. The literary works selected in textbooks contain rich humanistic connotations, and each article has strong thoughts and feelings. When the teacher tells the article in the teaching material, it is very important to stress the thought and emotion contained in the literature works, and the emotion of the teaching language of the Chinese teacher is especially important. In the actual teaching process, many teachers focus on the teaching of knowledge, ignoring the emotional education in teaching, but also ignoring the emotional expression of teaching language. In the course of studying this topic, the author mainly adopts four research methods: literature method, questionnaire method, case analysis method and interview method, to investigate the current situation of Chinese teachers' teaching language affective in junior high school. First of all, by consulting the literature to find out about the teaching language affective research, this paper provides a certain way of thinking. Secondly, the author mainly designs the questionnaire from the affective factors that affect the teachers' language of instruction, and investigates the teachers and students respectively, aiming at the same problem, by comparing the data of teachers and students. Identify the problems that exist. According to the problems shown by the data, several representative teachers are selected to interview, and the reasons for the problems are analyzed according to the interview records. Thirdly, by collecting and analyzing the teaching cases, the author points out the problems in the teaching language used by teachers in each teaching stage. Finally, this paper summarizes the problems existing in the affective expression of Chinese teachers' teaching language and puts forward the corresponding strategies. The author finds that the following problems exist in the expression of Chinese teachers' affective in teaching language: the teachers pay less attention to the affective of the teaching language, and the teachers' expression of the teaching language lacks some pertinence, including the introduction language. The problems existing in teaching language, questioning language, evaluation language and conclusion; the expression of teacher's teaching language does not fully reflect the concern of students' emotional change; the teacher can not reasonably control the influence of his own negative emotion on language emotion; The rhythm of the language of instruction is relatively simple. According to the current situation of the Chinese teachers' affective teaching language in junior high school, the author puts forward the following strategies: creating emotional atmosphere, arousing students' emotional resonance, grasping certain principles of teacher's questioning language, expressing the teacher's emotional teaching language, and putting forward the following strategies: creating emotional atmosphere and arousing students' emotional resonance; Teachers should pay attention to emotional regulation and proper mastery of language rhythm. The expression of teachers' emotional feelings of teaching language has put forward related requirements for Chinese teachers.
【學(xué)位授予單位】：山西師范大學(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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本文編號(hào)：1953432