本文選題：教學(xué)語言 + 教材語言��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：教學(xué)語言是言說主體通過運用語言來實現(xiàn)言說行為和言說結(jié)果,是在教學(xué)活動中完成一定的教學(xué)任務(wù)和實現(xiàn)相應(yīng)的教學(xué)目標的重要形式。高中思想政治課的有效教學(xué)離不開特定的學(xué)科語言轉(zhuǎn)化。隨著新一輪的高中思想政治課程改革的發(fā)展變化,為了增強培養(yǎng)學(xué)生核心素養(yǎng)的實效性,教學(xué)語言轉(zhuǎn)化已成為推動思想政治課教學(xué)改革進一步發(fā)展的一個重要因素。由此,對高中思想政治課教學(xué)語言轉(zhuǎn)化進行研究就顯得尤為重要。全文分為四個部分:第一部分:高中思想政治課教學(xué)語言的含義及其組成部分。該部分在借鑒前人教學(xué)語言研究成果的基礎(chǔ)上明確了教學(xué)語言的概念及其幾個重要組成部分,同時也對高中思想政治課教學(xué)語言轉(zhuǎn)化中教材語言向教案語言、教案語言向教學(xué)語言兩次運行規(guī)律進行了界定。這是本文研究的邏輯起點。第二部分:高中思想政治課教學(xué)語言轉(zhuǎn)化的必要性、可行性及原則。該部分從理論和實際來闡述教學(xué)語言轉(zhuǎn)化的重要地位,并提出了教學(xué)語言轉(zhuǎn)化過程中應(yīng)遵循的原則:科學(xué)性原則、靈活性原則、通俗性原則、時代性原則、生活性原則。這是本文研究的重要部分。第三部分:高中思想政治課教學(xué)語言轉(zhuǎn)化的問題及其成因分析。其一,第一次教材語言向教案語言轉(zhuǎn)化中的常見問題主要存在于教材和教案兩個方面,第二次教案語言向講授語言轉(zhuǎn)化的常見問題存在于不注重語言藝術(shù)、缺乏師生情感交流、行為語言和生成性講授語言信息傳遞不到位、網(wǎng)絡(luò)語言的不合理使用等方面。其二,針對教學(xué)語言轉(zhuǎn)化過程中的常見問題,究其原因有如下:教學(xué)語言轉(zhuǎn)化之前教師對教學(xué)語言的認識不足,理論基礎(chǔ)薄弱以及缺乏相關(guān)的訓(xùn)練;教學(xué)語言轉(zhuǎn)化之中教師對教學(xué)語言轉(zhuǎn)化的理解不深,隨意運用以及學(xué)生主體地位的缺席;轉(zhuǎn)化之后教師缺乏反思以及教學(xué)效果評價機制的缺陷。這是本文研究的重點所在。第四部分:提高高中思想政治課教學(xué)效果語言轉(zhuǎn)化策略。該部分針對語言轉(zhuǎn)化過程中常見問題分析,提出高中思想政治課教學(xué)語言轉(zhuǎn)化實效的策略是:教師學(xué)習(xí)并踐行新的教育理念;提高教師的道德修養(yǎng)和專業(yè)素養(yǎng);增強教師語言修養(yǎng),加強正確轉(zhuǎn)化教學(xué)語言的相關(guān)訓(xùn)練;完善教學(xué)評價機制。這是本文研究的落腳點。
[Abstract]:Language of instruction is an important form for the main body of speech to realize the behavior and result of speech through the use of language. It is also an important form of accomplishing certain teaching tasks and corresponding teaching objectives in teaching activities. The effective teaching of ideological and political course in senior high school can not be separated from the transformation of specific subject language. With the development and change of ideological and political curriculum reform in high school, in order to enhance the effectiveness of cultivating students' core accomplishment, the transformation of teaching language has become an important factor to promote the further development of ideological and political course teaching reform. Therefore, it is particularly important to study the transformation of teaching language in high school ideological and political course. The full text is divided into four parts: the first part: the meaning and components of the teaching language of high school ideological and political course. In this part, the concept of teaching language and several important components are defined on the basis of the previous research results of teaching language. At the same time, the teaching material language is transformed into teaching plan language in the course of teaching language transformation of high school ideological and political lesson. The rules of teaching plan language to teaching language are defined twice. This is the logical starting point of this paper. The second part: the necessity, feasibility and principle of teaching language transformation in high school ideological and political course. This part expounds the important position of the transformation of teaching language from theory and practice, and puts forward the principles that should be followed in the process of transformation of teaching language: scientific principle, flexibility principle, general principle, time principle, living principle. This is an important part of this paper. The third part: high school ideological and political teaching language transformation and its causes. First, the common problems in the transformation of the first teaching material language to the teaching plan language mainly lie in the teaching material and the teaching plan, and the common problems in the second teaching plan language conversion to the teaching language transformation are the lack of emotional communication between teachers and students, which is due to the lack of paying attention to the art of language and the lack of emotional communication between teachers and students. Behavior language and generative teaching language information transmission is not in place, network language unreasonable use and so on. Secondly, in view of the common problems in the process of teaching language transformation, the reasons are as follows: the teachers' understanding of teaching language is insufficient, the theoretical foundation is weak and the relevant training is lacking before the transformation of teaching language; In the transformation of teaching language, the teachers' understanding of the transformation of teaching language is not deep, the random application and the absence of students' main position, and the teachers' lack of reflection and the defects of the evaluation mechanism of teaching effect after the transformation. This is the focus of this study. The fourth part: improve the teaching effect of high school ideological and political course language transformation strategy. Based on the analysis of common problems in the process of language transformation, this part puts forward the strategies of language transformation in high school ideological and political courses: teachers study and practice new educational concepts, improve teachers' moral accomplishment and professional accomplishment; Strengthen teachers' language cultivation, strengthen the relevant training of correct transformation of teaching language, and perfect the teaching evaluation mechanism. This is the foothold of this paper.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

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本文編號：1979706