中学语文课堂教学显语言与潜语言研究

发布时间：2018-06-19 17:55

本文选题：教学语言 + 中学语文　；参考：《黄冈师范学院》2016年硕士论文

【摘要】：语言教学即把教师的教学设想转变为实际,将教学计划调整为现实的教学活动。因此,教师语言的质量高低,对于教学的成功与否无疑存在着非常关键的影响。语言是教学的重要载体,而其中所涉及到的矛盾,无疑更是教学当中的主要矛盾,因此语言也会对教学的方向和质量产生决定性的影响。而在语文教学当中,教学语言内容和模式上双方面的有机结合,致使语言在整个教学之中占据了非常关键的作用,其在一定意义上即可判定为语言的教学。对于语文教师而言,其语言事实上同样是非常珍贵的教学资源,同样承担着表情达意等一系列的重要工作,是实现语言教学和发展的关键所在,是文化传承所必须的元素。该学科的核心即在于锻炼学生的语言能力,并积极地推动其实现思维的创新,所以持续性地增强语言修养,是所有语文教师所必须具备的思想觉悟,因此其必须要发展为科学使用语言的样板。本文主要分为五个部分。一是绪论,主要提出中学语文教师课堂教学语言存在的问题,并从教师的知识结构、语言技能、思维活动等方面分析中学语文教师课堂语言存在问题的主要原因。二是论述中学语文教师优秀课堂教学语言的特点,列举具体课堂教学语言材料,从语言的启发性、情感性、趣味性、逻辑性等方面分析优秀课堂教学语言的特点。三是中学语文教师优秀课堂教学语言分析,这是本文的重点,笔者把语文课堂教学语言分为显语言和潜语言两个方面,结合具体课堂教学语言材料分析作为显语言的导入语、讲授语、提问语的特点和作用以及作为潜语言的眼神语、表情语、手势语、体势语的特点和作用。四是优化语文课堂教学语言的策略,从树立优化教学语言的意识、积累储备语言素材、针对不同教学对象使用恰当的语言等方面提出优化语文课堂教学语言的策略。五是结语,收束全文,并合理地总结全文的创新之处和不足所在。
[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.
【学位授予单位】：黄冈师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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