【摘要】：眾所周知,語(yǔ)言是情感滲透的有效而又特殊的信息傳承方式,情感性教學(xué)語(yǔ)言必然成為這條紐帶中的重要組成部分。它彰顯了教師的人格魅力,增強(qiáng)了教學(xué)穿透力。唐朝詩(shī)人白居易曾發(fā)出這樣的感慨：“感人心者,莫先乎情”。將情感融入教學(xué)語(yǔ)言之中,加強(qiáng)數(shù)學(xué)學(xué)科教學(xué)語(yǔ)言的情感性是進(jìn)行數(shù)學(xué)知識(shí)教育、情感教育的有效手段。教學(xué)語(yǔ)言如果沒(méi)有情感的血液在流動(dòng),就會(huì)蒼白無(wú)力,索然寡味,學(xué)生對(duì)知識(shí)的感觸就是遲鈍的。論文共分四個(gè)部分：第一部分通過(guò)對(duì)國(guó)內(nèi)外相關(guān)文章著作的查找,概述了情感性教學(xué)語(yǔ)言的作用。通過(guò)元分析,分析國(guó)內(nèi)學(xué)者對(duì)情感性教學(xué)語(yǔ)言的研究現(xiàn)狀,明確情感性教學(xué)語(yǔ)言在數(shù)學(xué)教學(xué)教學(xué)中的作用和意義。第二部分概述了情感性教學(xué)語(yǔ)言的基本概念,通過(guò)比較情感性教學(xué)語(yǔ)言與—般教學(xué)語(yǔ)言在數(shù)學(xué)教學(xué)中的區(qū)別,分析情感性教學(xué)語(yǔ)言的不同功能,明確情感性教學(xué)語(yǔ)言的概念,并以此引申出情感性教學(xué)語(yǔ)言的代表性分類,并從中選取了一種作為后文論述的基礎(chǔ)。第三部分為本論文的實(shí)證研究部分,包含三個(gè)方面。一方面是對(duì)所選擇的新手型教師與專家型教師的課堂實(shí)錄進(jìn)行對(duì)比研究,發(fā)現(xiàn)專家型教師的情感性教學(xué)語(yǔ)言顯著優(yōu)于新手型教師。其次對(duì)筆者所在縣市的高中教師中進(jìn)行了情感性教學(xué)語(yǔ)言使用情況的調(diào)查問(wèn)卷研究,通過(guò)研究發(fā)現(xiàn)不同學(xué)科、不同年齡、不同性別、不同性格的教師對(duì)情感性教學(xué)語(yǔ)言的理解和使用均有較大差異。再次針對(duì)筆者所在學(xué)校采取對(duì)照組實(shí)驗(yàn)設(shè)計(jì),運(yùn)用調(diào)查法、個(gè)案研究法等手段,分析研究教師的情感性教學(xué)語(yǔ)言對(duì)學(xué)生學(xué)習(xí)興趣、課堂參與度以及學(xué)生成績(jī)、師生關(guān)系之間關(guān)系。以期望通過(guò)以上研究能對(duì)廣大數(shù)學(xué)教師今后的教學(xué)、教師的快速成長(zhǎng)提供一定的參考依據(jù)。第四部分為本研究對(duì)數(shù)學(xué)教學(xué)的些許啟示以及筆者對(duì)于如何提高數(shù)學(xué)教師情感性教學(xué)語(yǔ)言使用的實(shí)施方法與策略的一些思考。本課題就以情感性教學(xué)語(yǔ)言在中學(xué)數(shù)學(xué)教學(xué)中應(yīng)用的實(shí)證研究為引線,以高中數(shù)學(xué)教學(xué)為例,運(yùn)用現(xiàn)代教育科學(xué)研究的方法,充分利用教學(xué)語(yǔ)言的藝術(shù)性將數(shù)學(xué)教師原有的枯燥乏味的教學(xué)語(yǔ)言向情感性教學(xué)語(yǔ)言轉(zhuǎn)化,探究如何最大程度地發(fā)揮情感性教學(xué)語(yǔ)言的有效性進(jìn)行的實(shí)證研究,從而達(dá)到優(yōu)化教學(xué)過(guò)程、激發(fā)學(xué)習(xí)興趣,提高學(xué)習(xí)質(zhì)量,為學(xué)生的終身學(xué)習(xí)、發(fā)展,提高素質(zhì)進(jìn)行有益的探討。
[Abstract]:As we all know, language is an effective and special way of information transmission, and emotional teaching language must be an important part of this link. It shows the charm of teachers' personality and enhances the penetrating power of teaching. Tang Dynasty poet Bai Juyi has issued such feelings: "the feeling of the heart, no first love." It is an effective means of mathematics knowledge education and emotion education to integrate emotion into teaching language and strengthen emotion of mathematics teaching language. If there is no emotional blood flow, teaching language will be pale and weak, students' feelings of knowledge is dull. The thesis is divided into four parts: the first part summarizes the role of emotional teaching language through the search of relevant articles at home and abroad. Through meta-analysis, this paper analyzes the present situation of domestic scholars' research on affective teaching language, and clarifies the role and significance of emotional teaching language in mathematics teaching. The second part summarizes the basic concept of emotional teaching language, compares the difference between emotional teaching language and general teaching language in mathematics teaching, analyzes the different functions of emotional teaching language, and clarifies the concept of emotional teaching language. In this way, the representative classification of affective teaching language is derived, and a kind of teaching language is selected as the basis of later discussion. The third part is the empirical research part of this paper, including three aspects. On the one hand, it is found that the affective teaching language of expert teachers is significantly better than that of new-hand teachers through a comparative study of the classroom records of new-hand teachers and expert-type teachers. Secondly, the author conducted a questionnaire study on the use of affective teaching language among senior high school teachers in the counties and cities where the author lived. Through the research, we found that different subjects, different ages, different sexes, Teachers with different personalities have great differences in their understanding and use of affective teaching language. Thirdly, according to the experimental design of the control group in my school, using the methods of investigation, case study and so on, this paper analyzes and studies the teachers' emotional teaching language's interest in students' study, classroom participation and students' achievement, and so on. The relationship between teachers and students. With the hope that the above research can provide a certain reference for the future teaching of mathematics teachers and the rapid growth of teachers. The fourth part is the inspiration of this study to mathematics teaching and the author's thoughts on how to improve the implementation methods and strategies of mathematics teachers' emotional teaching language. Taking the empirical research on the application of emotional teaching language in middle school mathematics teaching as the lead, taking the senior high school mathematics teaching as an example, this paper applies the method of modern educational science research. Make full use of the artistry of the teaching language to transform the original boring teaching language of mathematics teachers into the emotional teaching language, and explore how to exert the effectiveness of the affective teaching language to the maximum extent of the empirical research. In order to optimize the teaching process, stimulate interest in learning, improve the quality of learning, students for life-long learning, development, improve the quality of beneficial discussion.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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