视觉性非语言符号在小学语文课堂教学中的应用研究

发布时间：2018-06-02 12:55

本文选题：视觉性非语言符号 + 类别　；参考：《贵州师范大学》2017年硕士论文

【摘要】：视觉性非语言符号广泛运用于人类生活,课堂教学亦不例外,教师主要通过语言符号与非语言符号传播信息、表达情感,而视觉性非语言符号作为非语言符号的重要组成部分和直观性极强的组成部分,被广泛运用于课堂教学中。从上世纪中叶开始,已出现关于课堂教学中有关非语言符号使用的研究成果,并在逐渐深化的过程中从宏观研究转向具体研究,数学、英语等学科课堂研究也被提上议事日程,但到目前为止,小学语文课堂中视觉性非语言符号运用研究却依然存在较大空间,故本研究即以此为切入口,以国内外研究成果和教师具体教学实践为基础,对视觉性非语言符号在小学语文课堂教学中的运用现状进行考察研究,发现问题、解决问题,并针对存在的问题提出一定策略。全文共分三章。第一章主要对非语言符号和视觉性非语言符号的概念进行界定,同时对其分类、传播特征及作用进行探讨;第二章通过调研获取数据,分析视觉性非语言符号在小学语文课堂教学中的使用现状,并对其常见问题及其成因加以分析探讨;第三章在调研和问题分析的基础上,结合当前视觉性非语言符号在小学语文课堂中使用存在的具体问题,提出一定策略,实现教学目标的更好达成。
[Abstract]:Visual non-verbal symbols are widely used in human life, and classroom teaching is no exception. Teachers mainly disseminate information and express emotions through linguistic symbols and non-linguistic symbols. Visual nonverbal symbols, as an important part of nonverbal symbols and highly intuitive components, are widely used in classroom teaching. Since the middle of the last century, there have been research achievements on the use of non-verbal symbols in classroom teaching, and in the process of gradually deepening, from macroscopic research to concrete research, the classroom research on mathematics, English and other subjects has also been put on the agenda. But up to now, there is still much room for research on the use of visual nonverbal symbols in primary school Chinese classroom. Therefore, this research is based on the research results at home and abroad and teachers' specific teaching practice. This paper investigates the present situation of the application of visual non-verbal symbols in primary school Chinese classroom teaching, finds problems, solves them, and puts forward some strategies for the existing problems. The full text is divided into three chapters. The first chapter mainly defines the concepts of non-linguistic symbols and visual non-linguistic symbols, and discusses their classification, communication characteristics and functions. This paper analyzes the current situation of the use of visual non-linguistic symbols in primary school Chinese classroom teaching, and analyzes the common problems and their causes. Chapter three is based on the investigation and analysis of the problems. Combined with the existing problems in the use of visual nonverbal symbols in primary school Chinese classes, this paper puts forward some strategies to achieve better teaching objectives.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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