本文選題：教學語言 + 中學語文��； 參考：《黃岡師范學院》2016年碩士論文

【摘要】：語言教學即把教師的教學設想轉變?yōu)閷嶋H,將教學計劃調整為現(xiàn)實的教學活動。因此,教師語言的質量高低,對于教學的成功與否無疑存在著非常關鍵的影響。語言是教學的重要載體,而其中所涉及到的矛盾,無疑更是教學當中的主要矛盾,因此語言也會對教學的方向和質量產生決定性的影響。而在語文教學當中,教學語言內容和模式上雙方面的有機結合,致使語言在整個教學之中占據(jù)了非常關鍵的作用,其在一定意義上即可判定為語言的教學。對于語文教師而言,其語言事實上同樣是非常珍貴的教學資源,同樣承擔著表情達意等一系列的重要工作,是實現(xiàn)語言教學和發(fā)展的關鍵所在,是文化傳承所必須的元素。該學科的核心即在于鍛煉學生的語言能力,并積極地推動其實現(xiàn)思維的創(chuàng)新,所以持續(xù)性地增強語言修養(yǎng),是所有語文教師所必須具備的思想覺悟,因此其必須要發(fā)展為科學使用語言的樣板。本文主要分為五個部分。一是緒論,主要提出中學語文教師課堂教學語言存在的問題,并從教師的知識結構、語言技能、思維活動等方面分析中學語文教師課堂語言存在問題的主要原因。二是論述中學語文教師優(yōu)秀課堂教學語言的特點,列舉具體課堂教學語言材料,從語言的啟發(fā)性、情感性、趣味性、邏輯性等方面分析優(yōu)秀課堂教學語言的特點。三是中學語文教師優(yōu)秀課堂教學語言分析,這是本文的重點,筆者把語文課堂教學語言分為顯語言和潛語言兩個方面,結合具體課堂教學語言材料分析作為顯語言的導入語、講授語、提問語的特點和作用以及作為潛語言的眼神語、表情語、手勢語、體勢語的特點和作用。四是優(yōu)化語文課堂教學語言的策略,從樹立優(yōu)化教學語言的意識、積累儲備語言素材、針對不同教學對象使用恰當?shù)恼Z言等方面提出優(yōu)化語文課堂教學語言的策略。五是結語,收束全文,并合理地總結全文的創(chuàng)新之處和不足所在。
[Abstract]:Language teaching is to transform teachers' teaching ideas into reality and to adjust teaching plans to practical teaching activities. Therefore, there is no doubt that the quality of teachers' language has a very critical impact on the success of teaching. Language is an important carrier of teaching, and the contradiction involved in it is undoubtedly the main contradiction in teaching, so language will also have a decisive impact on the direction and quality of teaching. In Chinese teaching, the combination of the content and the mode of teaching language makes language play a very important role in the whole teaching, which can be judged as language teaching in a certain sense. For Chinese teachers, their language is in fact also a very precious teaching resources, as well as a series of important work such as facial expressions, which is the key to achieve language teaching and development, is the necessary element of cultural heritage. The core of this subject is to train the students' language ability and actively promote the innovation of their thinking. Therefore, it is necessary for all Chinese teachers to have the ideological consciousness to continuously enhance their language cultivation. It must therefore be developed as a model for the scientific use of language. This paper is divided into five parts. The first is the introduction, which mainly points out the problems existing in the classroom teaching language of the middle school Chinese teachers, and analyzes the main reasons of the problems in the middle school Chinese teachers' classroom language from the aspects of the teachers' knowledge structure, language skills, thinking activities and so on. Second, it discusses the characteristics of excellent classroom teaching language for middle school Chinese teachers, enumerates specific classroom teaching language materials, and analyzes the characteristics of excellent classroom teaching language from the aspects of language enlightenment, emotion, interest, logic, and so on. The third is the analysis of the excellent classroom teaching language of middle school Chinese teachers, which is the focus of this paper. The author divides the Chinese teaching language into explicit language and latent language, and combines the material analysis of specific classroom teaching language as the leading language of explicit language. The features and functions of teaching language, questioning language, eye language, facial expression language, sign language and body language. The fourth is to optimize the strategy of Chinese classroom teaching language, from establishing the awareness of optimizing teaching language, accumulating language materials, aiming at different teaching objects to use the appropriate language, put forward the strategy of optimizing Chinese classroom teaching language. The fifth is the conclusion, the collection of the full text, and a reasonable summary of the innovation and shortcomings of the full text.
【學位授予單位】：黃岡師范學院
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.3

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