【摘要】：本文從語(yǔ)用學(xué)的角度對(duì)小學(xué)語(yǔ)文教師的課堂教學(xué)語(yǔ)言進(jìn)行研究，其中運(yùn)用了語(yǔ)境理論、評(píng)價(jià)性用語(yǔ)理論、提問(wèn)性用語(yǔ)理論。本文選取了幾位知名的小學(xué)語(yǔ)文特級(jí)教師的教學(xué)案例，細(xì)致分析了這幾位教師獨(dú)特的教學(xué)語(yǔ)言，意在結(jié)合語(yǔ)用學(xué)和小學(xué)語(yǔ)文教學(xué)中的教學(xué)理論，去深入理解精妙的課堂教學(xué)語(yǔ)言所產(chǎn)生的語(yǔ)用效果，，也為將來(lái)自己成為語(yǔ)文教師后能更好的開展語(yǔ)文教學(xué)活動(dòng)積累一些經(jīng)驗(yàn)。 論文共分為六個(gè)部分： 第一部分是本文的引言。首先回顧當(dāng)代小學(xué)語(yǔ)文教師教學(xué)語(yǔ)言的研究背景，說(shuō)明其研究的現(xiàn)狀以及研究?jī)?nèi)容，并且對(duì)本文的研究意義和方法進(jìn)行說(shuō)明。 第二部分介紹了本課題研究的必要性，并對(duì)論文中涉及的相關(guān)概念進(jìn)行了解釋。 第三部分運(yùn)用語(yǔ)境的理論對(duì)小學(xué)語(yǔ)文教師教學(xué)語(yǔ)言進(jìn)行分析和闡釋，提出了創(chuàng)設(shè)語(yǔ)境的具體方法，并選取李吉林老師的教學(xué)實(shí)錄，學(xué)習(xí)她在課堂上對(duì)情境教學(xué)的具體應(yīng)用。 第四部分是對(duì)教師課堂評(píng)價(jià)性用語(yǔ)的分析，把教師的評(píng)價(jià)語(yǔ)做出了分類，并結(jié)合課堂實(shí)錄分析好的評(píng)價(jià)性語(yǔ)言對(duì)學(xué)生學(xué)習(xí)有哪些作用。 第五部分是對(duì)教師課堂提問(wèn)語(yǔ)言的研究，并提出了具體的提問(wèn)策略。 最后一部分是結(jié)語(yǔ)。語(yǔ)用學(xué)對(duì)小學(xué)語(yǔ)文教學(xué)有著密切的關(guān)系，本文在前人研究的基礎(chǔ)上做出了理論的總結(jié)和延伸，希望可以對(duì)規(guī)范教師語(yǔ)言起到借鑒作用。
[Abstract]:From the perspective of pragmatics, this paper studies the classroom teaching language of primary school Chinese teachers, which uses context theory, evaluative language theory and questioning language theory. This article selects several well-known primary school language teachers' teaching cases, and analyzes the unique teaching language of these teachers in detail, aiming at combining the teaching theory of pragmatics and primary school Chinese teaching. To deeply understand the pragmatic effects of the subtle language of classroom teaching can also accumulate some experience for the future to become a language teacher to better carry out the language teaching activities. The thesis is divided into six parts: the first part is the introduction of this paper. Firstly, it reviews the background of the research on the teaching language of Chinese teachers in primary schools, explains the current situation and contents of the research, and explains the significance and methods of the research. The second part introduces the necessity of the research and explains the related concepts. The third part uses the theory of context to analyze and explain the teaching language of primary school Chinese teachers, puts forward the concrete method of creating context, and chooses the teaching record of Li Jilin to study her concrete application to situational teaching in the classroom. The fourth part is the analysis of teachers' classroom evaluative language, which classifies the teacher's evaluative language, and analyzes the effect of the good evaluative language on the students' learning in the light of classroom record. The fifth part is the research of teachers'classroom questioning language, and put forward specific questioning strategies. The last part is the conclusion. Pragmatics is closely related to Chinese teaching in primary schools. Based on the previous studies, this paper makes a theoretical summary and extension, hoping to play a reference role in standardizing teachers' language.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G623.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張冰;語(yǔ)文教師的語(yǔ)言素質(zhì)[J];語(yǔ)文教學(xué)與研究;2002年07期

本文編號(hào)：2370185