论文标题:中学语文课堂教学语言探讨
Approching the Chinese Teaching Language in Middle School
论文作者 陈瑛
论文导师 汪国胜,论文学位 硕士,论文专业 学科教学
论文单位 华中师范大学,点击次数 197,论文页数 36页File Size1355k
2005-05-01论文网 http://www.lw23.com/lunwen_918531202/ 中学语文课堂;教学语言;问题分析;探讨改进途径
Chinese class in middle school; teaching language problem analyzing ; approaching ways of improving
课堂是语文教学的重要阵地,中学语文教学中教师的话语对学生的潜移默化作用不可忽略,我们在倡导主体性教学的同时,有必要检视教师的课堂语言。 本文的主体内容分四个部分。第一部分,讨论中学语文课堂教学语言的内涵、功能(教育功能、交际功能、示范功能)和要求,明确了中学语文课堂教学语言的知识性和信服力、针对性和感染力、规范性和应变力是提高语文课堂效率的重要保证。第二部分,结合中学语文课堂教学语言的现状,查找了中学语文课堂教学语言中存在的共性问题:急功近利和华而不实的“语言求解”现象,两极判断和无效对话的“问霸”现象,教学语言不规范的基本功缺乏现象。第三部分,分析中学语文课堂教学语言问题存在的原因:语言学习重操作轻积累、引导诱发欠“火候”、双向交流缺“根基”。第四部分,探讨改进中学语文课堂教学语言的途径:加强理论学习,丰富语言积累,注重言语创新,在实际教学中不断吸纳、创新语文教学语用模式,把握课堂教学语的规律性:复合性与律动性、和谐性与适时调控性。
Classroom teaching is indispensable in Chinese teaching.The influence of Chinese teachers language to the students can not be ignored.It is of significant importance for the teachers to pay attention to their language used in class while we are promoting self-access teaching.The thesis is mainly divided into four parts.The first part discusses the connotation, function ( educating function ,communicating function and demonstrating function ) and requirement of the teacher"s language used in class. The author makes clear that the educatingness and convincingness,aiming and appealingness of the teacher"s language can ensure the success of teaching. That the teacher"s should use standard language and have the ability of meeting the emergency in class is also emphasized in this part.In the second part the author points out the common problems with the use of language in Chinese class: The teachers are short sighted and so eager to be successful that their words are flashy and filmsy and not standard. Worst of all they are too authoritative.The third part analyses the cause of the inappropriate use of language: Only practice is paid attention to but accummulation is neglected; Students are initiated at improper time; Students and teachers can not communicate with each other effectively because they don"t have common sense.In the last part, the author makes an approach to the problems: learning more teaching theories, accumulating knowledge of language use, innovating in language use and adopting new teaching method. What we must keep in mind is that language is regular, unbalanced, changable, interactive, hamonious and controllable.
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