中学语文教师的教学语言研究

发布时间：2018-06-17 08:00

本文选题：中学语文 + 语文教师　；参考：《扬州大学》2015年硕士论文

【摘要】：教师以“舌耕为业”,教学语言是教师教学最主要的工具。无论时代怎么发展,科技如何进步,教学手段如何现代化,教学始终离不开教学语言。只要有教师的出现,就有教学语言的存在。教师传授的知识能否被学生所理解,关键在于他能否把人类所积累的科学文化知识通过教学语言转化为学生可接受的信息。与其他学科教学相比较,语文学科教学更具有艺术性,其教学语言更形象、更生动、更能带给人们美的享受。语文教师作为语言的传播者,其教学语言直接影响着我们的语文教学的效果,关系着语文教学的成败。然而,在当前的语文课堂教学中,一些教师往往只注重教学内容的传授,忽视了教学语言的精心组织和优化设计,以致出现违反语文教学规律,影响语文教学效果的现象。本文梳理了中学语文教师教学语言的内涵和外延。语文学科的特殊性使得中学语文学科的教学语言除了具有一般教师教学语言和一般中学教师教学语言的共性之外,还具有综合性、审美性、形象性和节奏性的特征。提高中学语文教师教学语言修养,从宏观上讲,可以促进祖国语言文字纯洁、健康,促进社会交际语水平的提高；从微观上讲,对于提高教师的素质、树立教师的形象,对于提高学生的语言能力、思维能力、审美能力,对于提供语言‘示范、营造课堂气氛都是有积极意义的。为了更深入地了解中学语文教师教学语言的现状,笔者在安徽省巢湖地区的一些中学进行了问卷调查。调查结果表明当前中学语文教师在教学语言修养方面存在以下问题：词语贫乏、句式单调；缺乏音乐美和节奏美；缺乏幽默性和想象空间；口出粗语,缺乏教育性；缺乏对话与提问的实效性；忽视学生的个性培养；忽视体态语言修养；忽视书面语言修养等。针对目前中学语文教师在口头语言、书面语言、体态语言方面存在的问题,本文分别提出了建议。讲授语言要规范准确,真实可信；简洁精炼,个性突出；形象直观,生动有趣；感情充沛,情理交融。提问语言要有针对性,忌随意性；有启发性,忌注入式；有明确性,忌抽象性；有思考性,忌匆忙性。评价语言要正确得体；及时有效。板书语言要精炼概况,系统完整；提纲挈领,条理清晰；布局合理,美观大方；书写端正,编号规范。批改语言要有精当性；激励性;诱发性；针对性。面势语言要亲切自然；使用适度。眼势语言要避免消极眼势语；合理分配目光；紧密配合授课语言。手势语言要含义明确；简洁朴素,具有美感。笔者相信,随着语文教育工作者对中学语文教师教学语言越来越多的关注,语文教学语言的理论会日趋完善,中学语文教师的教学语言修养会越来越高。
[Abstract]:The language of instruction is the most important tool for teachers' teaching. No matter how the times develop, how the science and technology progress, how to modernize the teaching means, teaching is always inseparable from the teaching language. As long as there are teachers, there is a language of instruction. Whether the teacher's knowledge can be understood by the students depends on whether he can transform the scientific and cultural knowledge accumulated by human beings into acceptable information through the language of instruction. Compared with other subjects, the teaching of Chinese subject is more artistic, its teaching language is more vivid, and it can bring people more enjoyment of beauty. As the communicator of language, Chinese teachers' teaching language directly affects the effect of our Chinese teaching and relates to the success or failure of Chinese teaching. However, in the current Chinese classroom teaching, some teachers only pay attention to the teaching content and neglect the careful organization and optimization design of the teaching language, which leads to the phenomenon of violating the law of Chinese teaching and affecting the effect of Chinese teaching. This article combs the middle school Chinese teacher teaching language connotation and the extension. The particularity of Chinese subject makes the teaching language of Chinese subject in middle school have the characteristics of comprehensiveness, aesthetics, image and rhythm besides the common teaching language of general teachers and the common teaching language of middle school teachers. Improving the teaching language cultivation of middle school Chinese teachers can promote the purity and health of the native language and the improvement of the social communicative language level from a macro point of view, and from a microscopic point of view, it can improve the quality of teachers and establish their image. It has positive significance for improving students' language ability, thinking ability, aesthetic ability, providing language 'demonstration and creating classroom atmosphere. In order to understand the current situation of teaching language for Chinese teachers in middle schools, the author conducted a questionnaire survey in some middle schools in Chaohu District, Anhui Province. The results show that the Chinese teachers in middle schools have the following problems in the teaching language cultivation: poor words, monotonous sentence patterns, lack of musical beauty and rhythm beauty, lack of humor and imagination space, poor speech and lack of education; Lack of effectiveness of dialogue and questioning; neglect of personality cultivation of students; neglect of body language cultivation; neglect of written language cultivation. Aiming at the problems existing in oral language, written language and body language in middle school Chinese teachers, this paper puts forward some suggestions respectively. Teaching language should be accurate, authentic; concise, personality prominent; visual, lively and interesting; full of emotion, harmony of reason. Question language should have pertinence, avoid random; have inspiration, avoid injection; have clarity, avoid abstract; have thinking, avoid rush. The evaluation language should be correct and appropriate; timely and effective. Blackboard language to refine the general situation, system integrity; outline, clear, rational layout, beautiful and generous; correct writing, numbering standard. Correction of language must be appropriate; incentive; inductive; targeted. Facial language should be kind and natural; use moderately. Eye language should avoid negative eye language; allocate eyes rationally; cooperate closely with the language of instruction. Gesture language should be clear; simple and simple, with a sense of beauty. The author believes that with the Chinese educators paying more and more attention to the teaching language of middle school Chinese teachers, the theory of Chinese teaching language will become more and more perfect, and the teaching language cultivation of middle school Chinese teachers will become more and more high.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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