论语文教师教学语言的发展性

发布时间：2018-03-08 11:34

本文选题：语文教师　切入点：教学语言　出处：《浙江师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着全球化时代的到来,各种文化、理念、思潮的交织,人们对知识的需求,对世界的认知愈加多元、开放,拓展人类的认知边界,延展人类思维边疆是这个时代的知识诉求。传统的教学基于公共性、基础性传递的知识内容已经越来越来不能适应知识多元化、碎片化、膨胀化的趋势。未来的发展呼唤学生应具有多重认知视角、多维理解思考的素质。而同质化的、公共性表达的教学语言已经很难满足时代需要,这要求我们用发展的理念检视语文教师教学语言的未来指向。第一章,介绍了语文教师教学语言所存在的局限性：绝对权威,潜智潜能的忽视；硬性输入,精神交往的缺位；形式单一,知识再现的刻板；单维输出,多维引导的缺乏。同时分析了语文教师教学语言不当的原因。第二章,介绍了语文教师教学语言的基础性：规范性、清晰性、形象性。从三个维度分析了作为一名语文教师,其教学语言所具有的基础性素养。第三章,介绍语文教师教学语言的发展性,先从发展性的基本内涵谈起,阐述语文教师教学语言的发展性这一概念实质；然后再讲述语文教师教学语言发展性的要求,最后是语文教师教学语言发展性的内容。第四章,注重从五个方面阐述语文教师教学语言发展性的实现途径：确证教师课堂与教学的主体地位；制度设计：保障教师履行主体地位；提升语文教师个人教学语用素养；增强语文教师个人知识人格素养,锤炼语文教师语言情意素养,锻造语文教师个人教学技能素养。
[Abstract]:With the arrival of the globalization era, the interweaving of various cultures, ideas and ideological trends, people's demand for knowledge and their understanding of the world are becoming more and more diverse, opening up and expanding the cognitive boundaries of human beings. Extending the frontier of human thinking is the demand of knowledge in this era. Traditional teaching is based on publicity, and the basic knowledge content has been increasingly unable to adapt to the diversity and fragmentation of knowledge. The development of the future calls for students to have a multi-cognitive perspective, multi-dimensional understanding of the quality of thinking, and homogenous, public expression of teaching language has been very difficult to meet the needs of the times. This requires us to use the concept of development to examine the future direction of the language of instruction of Chinese teachers. The first chapter introduces the limitations of the language of teaching for Chinese teachers: absolute authority, neglect of latent intellectual potential, hard input, lack of spiritual communication, and so on. Single form, stereotype of knowledge reproduction, single dimension output, lack of multi-dimensional guidance. At the same time, this paper analyzes the reasons why Chinese teachers' teaching language is improper. Chapter two introduces the basis of Chinese teachers' teaching language: standardization, clarity, etc. The third chapter introduces the development of teaching language of Chinese teachers, and starts with the basic connotation of development. This paper expounds the essence of the concept of the development of teaching language for Chinese teachers, and then discusses the requirements of the development of teaching language for Chinese teachers, and finally the content of the development of teaching language for Chinese teachers. Chapter 4th, This paper focuses on five ways to realize the development of Chinese teachers' teaching language: confirming the teachers' main position in classroom and teaching, designing the system, ensuring the teachers' performing the subjective status, promoting the Chinese teachers' personal pragmatic literacy in teaching; To strengthen the Chinese teachers' personal knowledge and personality, to improve the language teachers' emotional literacy, and to forge the Chinese teachers' personal teaching skills.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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