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人类借助语言来表达思想和情感。教师课堂语言,因其时间、空间及受众对象的特殊性,可能会对学生心理造成积极或消极的影响。教师课堂教学语言的质量从一定意义上说不仅直接影响课堂教学最佳效果的达成,而且也是英语教师综合素养、语言和文化积淀的反映。因此英语课堂中教师的用语人文是值得我们教师仔细研究的一个课题。本文试图从提问语、演示语和反馈语三个角度,以英语课堂教学实例来说明教师在课堂上如何驾驭好课堂语言,力图既让教师的语言成为达成教学最佳效果的催化剂,又让学生能在教师积极的语言鼓励下充分发挥潜能,享受课堂并从课堂中受益。
Human beings use language to express their thoughts and feelings. Teacher’s classroom language, because of its time, space and the particularity of audience, may have a positive or negative impact on students’ psychology. In a certain sense, the quality of teachers’ classroom teaching language not only directly affects the best effect of classroom teaching, but also reflects the comprehensive literacy, language and cultural accumulation of English teachers. Therefore, the English language teacher’s language of humanities is worth our teachers carefully studied a topic. This paper tries to illustrate how teachers manage the classroom language in the classroom from three perspectives: question language, demonstration language and feedback language, trying to make the language of teachers not only the catalyst to achieve the best teaching effect but also the students’ Promote the full potential, enjoy the classroom and benefit from the classroom with the active language of the teacher.