【摘要】：語文是一門集工具性、人文性于一身的學(xué)科,它是其他學(xué)科發(fā)展的筑基之石。學(xué)會(huì)并熟練掌握、運(yùn)用語文有利于促進(jìn)人與人之間更順暢地溝通交流;有利于推動(dòng)科學(xué)技術(shù)的飛速發(fā)展、社會(huì)經(jīng)濟(jì)的繁榮昌盛;有助于中華文明的傳承、弘揚(yáng),全球文化的融會(huì)貫通。所以,學(xué)好語文這門最基礎(chǔ)的學(xué)科,顯得尤為重要。本論文主要探究了教學(xué)過程中教師期望這一變量對初中生語文素質(zhì)教育的影響作用。筆者以語文教學(xué)實(shí)踐活動(dòng)為前提,運(yùn)用已有的研究理論成果,立足《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》,具體分析語文教學(xué)過程中遇到的典型案例,歸納總結(jié)所收集的數(shù)據(jù)信息。文章從教師期望產(chǎn)生的實(shí)際教學(xué)背景出發(fā),對貫穿教師授課、學(xué)生學(xué)習(xí)的實(shí)踐過程中,影響教師期望的主要變量因素進(jìn)行了逐一探究。筆者通過為具體探究對象(初中生、語文教師)制定、實(shí)施有針對性的教學(xué)計(jì)劃;認(rèn)真觀察、詳細(xì)記錄實(shí)驗(yàn)過程;反復(fù)修正、調(diào)整實(shí)驗(yàn)方案;精心設(shè)計(jì)調(diào)查問卷,全面搜集反饋信息等一系列教學(xué)實(shí)踐調(diào)研活動(dòng),用真實(shí)的教學(xué)實(shí)驗(yàn)數(shù)據(jù)闡釋教師期望對初中生語文素質(zhì)的具體影響作用。本論文的主要目的是希望通過對教師期望與初中生語文素質(zhì)關(guān)系的探究,切實(shí)幫助學(xué)生成功通過中招考試、提高語文學(xué)科成績、提升語文綜合素質(zhì)。筆者經(jīng)過探究發(fā)現(xiàn):師生關(guān)系在教師期望與語文素質(zhì)教育中起到橋梁作用。師生關(guān)系不僅是教師期望存在的基礎(chǔ),也是教師期望的重要影響因素之一。學(xué)生語文學(xué)科素質(zhì)的高低會(huì)影響師生關(guān)系,進(jìn)而影響教師期望。從教學(xué)實(shí)效(宏觀角度)上考慮,筆者大致將影響分為三大類:(1)教師期望對提高初中生語文素質(zhì)具有積極的推進(jìn)作用。(2)教師期望對提高初中生語文素質(zhì)具有消極的阻礙作用。(3)教師期望對提高初中生語文素質(zhì)的影響甚微。著眼于語文學(xué)科素質(zhì)教育具體內(nèi)容,筆者發(fā)現(xiàn):教師期望對學(xué)生語文綜合素質(zhì)中的學(xué)業(yè)成績、興趣愛好、漢語言綜合運(yùn)用能力、學(xué)生綜合素質(zhì)、人格塑造等方面均存在不同程度的影響。目前大部分的理論研究成果認(rèn)為:影響語文素質(zhì)教學(xué)活動(dòng)的主導(dǎo)因素是學(xué)生自身。甚至有一部分探究者忽略了教師期望對語文素質(zhì)教學(xué)的影響作用。本探究不僅致力于學(xué)生語文學(xué)科成績的提高,更注重從多方位入手分析學(xué)生現(xiàn)狀,準(zhǔn)確地把握學(xué)生心理,認(rèn)真分析問題產(chǎn)生根源。另一方面,筆者從教師期望引出教師自身對學(xué)生語文素質(zhì)教育的影響。本文旨在用客觀的探究數(shù)據(jù),具體詮釋了主觀性較強(qiáng)、較抽象的教師期望與語文學(xué)科素質(zhì)教育、學(xué)科成績之間的聯(lián)系。此外,筆者希望通過這一次語文教學(xué)活動(dòng)的淺顯探索,發(fā)現(xiàn)存在于日常語文教學(xué)活動(dòng)中的問題并能夠?yàn)榻虒W(xué)工作者今后的語文教學(xué)提供部分值得參考借鑒的經(jīng)驗(yàn)與方法。
[Abstract]:Language is a subject of instrumentality and humanism, which is the foundation stone for the development of other disciplines. To learn and master it well is helpful to promote the smooth communication between people; to promote the rapid development of science and technology; to promote the prosperity of social economy; to inherit and carry forward the Chinese civilization. Therefore, it is very important to learn Chinese well. This paper mainly explores the influence of teacher expectation on the quality education of junior middle school students'Chinese. The author takes the practice of Chinese teaching as the premise and applies the existing research results to the compulsory education of Chinese. Course Standards (2011 edition)>, a specific analysis of typical cases encountered in the process of Chinese teaching, summed up the collected data and information. This article from the actual teaching background of teachers'expectations, through the teaching of students' learning practice, the main variables affecting teachers'expectations were explored one by one. In order to formulate and implement a specific teaching plan for the specific inquiry objects (junior middle school students, Chinese teachers); to observe carefully and record the experimental process in detail; to revise repeatedly and adjust the experimental scheme; to design a questionnaire carefully and collect feedback information comprehensively, and to explain the teachers'expectations of junior middle school with real teaching experimental data. The main purpose of this paper is to explore the relationship between teachers'expectations and junior high school students' Chinese quality, to help students successfully pass the middle school entrance examination, to improve their Chinese academic achievements, and to enhance their comprehensive Chinese quality. Teacher-student relationship is not only the basis of teachers'expectations, but also one of the important factors affecting teachers' expectations. The quality of students'Chinese subject will affect the relationship between teachers and students, and then affect teachers' expectations. Secondly, teachers'expectations have a negative hindrance effect on the improvement of students' Chinese quality. (3) Teachers'expectations have little influence on the improvement of students' Chinese quality. At present, most of the theoretical research results hold that the dominant factor affecting the teaching activities of Chinese quality is the students themselves, and even some of the inquirers neglect the influence of teachers'expectations on the teaching of Chinese quality. This research is not only devoted to the improvement of students'Chinese academic achievements, but also pays more attention to the analysis of students' current situation from various aspects, accurately grasp students'psychology, and seriously analyze the causes of the problems. On the other hand, the author draws out the influence of teachers themselves on students' Chinese quality education from teachers'expectations. In addition, the author hopes to find out the problems existing in the daily Chinese teaching activities and provide some references for the future Chinese teaching of the teaching staff. Experience and methods.
【學(xué)位授予單位】：河南師范大學(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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