中职语文职场情境口语交际教学研究

发布时间：2019-07-02 13:19

【摘要】：长期以来,我们语文教学是重“文”轻“语”,口语交际教学研究起步晚,20世纪末期才开始初步构建了“口语教学”的理论框架。情境教学法源自生活,自古以来,人们在教学活动中有意或无意地使用情境,激发学生想象力和兴趣,取得不同程度的教学效果。但语文情境教学的研究总的来说,缺乏权威性的系统性的研究,尤其针对中职语文口语交际情境教学的研究更是一鳞半爪,职场情境口语交际研究的大气候并未形成。事实上,在中职语文职场情境口语交际教学活动中,还确实有教学设计方案不完备,不重视口语交际的指导和训练,甚至照搬教材,完全抛开生活、学习、工作场景,“纸上画饼”的教学方式。这些导致中职语文口语交际情境教学改革难以深入和推进。所以,彻底改变传统落后的语文口语交际教学方式,积极应对和实现2009年《中职语文课程目标》里口语交际的目标是我们中职语文教师的当务之急。本论文涉及的职场情境口语交际教学法,是适应新时代,适应教材要求,适应教改要求进行的一次探索。共分为五部分:第一部分是绪论,阐释了“选题价值”“概念界定”“研究现状”“研究目标”“研究方法”这些方面。第二部分是中职语文口语交际教学的内容和价值分析,结合新旧教材,阐述两者之间的关系。第三部分根据中职语文口语交际情境教学的现状调查与分析,对中职语文职场情境口语交际教学展开有益的探索。第四部分结合职场情境口语交际教学案例,对职场情境口语交际教学进行实践探索。第五部分是与传统的口语交际评价方式作比较,试图建立中职语文职场情境口语交际教学的评价体系。
[Abstract]:For a long time, we attach importance to "text" and "light language" in Chinese teaching, and the research on oral communication teaching started late. It was not until the end of the 20th century that the theoretical framework of "oral English teaching" was initially constructed. Situational teaching method originates from life. Since ancient times, people have intentionally or unwittingly used the situation in teaching activities to stimulate students' imagination and interest, and to achieve different degrees of teaching results. However, in general, there is a lack of authoritative and systematic research on situational teaching of Chinese, especially for the situational teaching of oral Chinese communication in secondary vocational schools, and the climate of situational oral communication in the workplace has not been formed. In fact, in the teaching activities of oral communication in the workplace of Chinese in secondary vocational schools, there are some teaching methods that are incomplete in teaching design, do not attach importance to the guidance and training of oral communication, and even copy teaching materials, completely leaving aside life, learning, work scenes and "drawing cakes on paper" teaching methods. These lead to the reform of situational teaching of oral communication in secondary vocational school is difficult to deepen and promote. Therefore, it is urgent for our secondary vocational Chinese teachers to completely change the traditional backward teaching methods of oral Chinese communication and actively deal with and realize the goal of oral communication in the Chinese Curriculum objectives of Secondary Vocational School in 2009. The oral communication teaching method involved in this paper is an exploration to adapt to the new era, to adapt to the requirements of teaching materials and to adapt to the requirements of teaching reform. It is divided into five parts: the first part is the introduction, which explains the aspects of "topic selection value", "concept definition", "research status", "research goal" and "research method". The second part is the content and value analysis of Chinese oral communication teaching in secondary vocational school, combined with the old and new teaching materials, expounds the relationship between the two. The third part, according to the investigation and analysis of the present situation of the situational teaching of Chinese oral communication in secondary vocational school, makes a beneficial exploration on the teaching of situational oral communication in the workplace of secondary vocational Chinese. The fourth part combines the workplace situational oral communication teaching case, carries on the practice exploration to the workplace situational oral communication teaching. The fifth part compares it with the traditional evaluation method of oral communication, and tries to establish the evaluation system of situational oral communication teaching in the workplace of Chinese in secondary vocational school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【相似文献】