教师口语论文

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幼师学生口语训练的阶梯模式论文

幼师学生口语训练的阶梯模式摘要：口语教学也是一个由浅入深、由易到难、循序渐进的过程，本文试图在幼师学生口语训练上搭建一种阶梯模式，探索一些切实可行的方法和途径。

关键词：幼师学生；口语；训练；阶梯；模式中图分类号：g42幼师学生口语交际能力是《高等职业学校学前专业教学标准（试行）》学前儿童语言教育课程的重要组成部分，幼师学生在校园的口语交际能力的培养和训练也是掌握幼儿园语领域教育活动的前提。

在此阶段，要训练学生个个都敢说、会说，在任何场合，遇到任何事情都能发表自己的见解和看法，有效地完成沟通与合作。

那么，该如何指导幼师学生的口语训练呢？一、第一阶梯——自我介绍自我介绍是人们交流沟通的常用手法，可谓社交大门的一把钥匙，所谓人际交往中的“第一印象”常常是因为自我介绍形成的。

所以幼师学生口语训练的初期可以从自我介绍入手。

口语训练的手段是让学生敢说、愿说，目的是会说、说好。

巴普洛夫说：“要循序渐进、循序渐进、循序渐进”，学生口语训练初期的自我介绍，教师也应遵循循序渐进的原则首先引导学生敢于在众人面前介绍自己，预期目标——敢说。

可采用“写稿——记稿——说稿”三步训练法。

学生可将自己的姓名、出生地、外貌、性格、爱好、主要优缺点等方面而写下底稿，再反复修改，直到能背，最后在课堂上讲给同学们听，长期坚持不懈地锻炼，久而久之，每个同学都能从容自如的简单介绍自己。

其次是学会自我介绍的方法，预期目标——会说。

现代交际学把自我介绍看成是一种塑造自我形象和肯定自我价值的手段，所以学会自信、得体、有礼有节的自我介绍对于幼师学生是十分重要的。

归纳起来，自我介绍的方法大致有以下几种：一是客观叙述法。

客观地介绍自己的情况、简明而真诚。

一般包含问候语、姓名、班级、职务、出生地、来源事由等，在应用时根据需要可以省略，不一定面面俱到。

二是主观评价法。

此法是在客观评价的基础上的主观延伸，恰到好处的延伸是介绍者自信的体现，能够增加第一印象的好感。

教师口语教学模式论文范文

老师口语教学形式论文范文系统的语音理论知识的讲解应该考虑到学生学习第二语言的特点，有些语音知识可以少讲或者不讲，而有些知识的学习，对他们的学习还是有帮助的，就可以讲。

在教学理论中，笔者发现讲授语言理论知识，对于进步普通话语音才能帮助不大。

大量的语言知识只能使课堂气氛枯燥乏味，会让学生认为学习语言很困难，增添学习的负担，而且老师口语的课时并不富裕。

比方，在教学普通话的声母和韵母的训练时，教材是将声母分为发音部位和发音方法两类，发音部位又分为双唇音、唇齿音、舌尖前音、舌尖中音、舌尖后音、舌面音和舌根音七类；发音方法有塞音、塞擦音、擦音、鼻音和边音五类。

韵母分为四呼等。

这些知识是对语音系统的分类和概括的描绘，学生学习这些系统的理论知识，记住了这些名词术语，对他们掌握声母、韵母的实际发音没有直接的关系，因此这些知识可以少讲。

苏霍姆林斯基指出：“老师的语言修养，在很大程度上决定着学生在课堂上的脑力劳动的效率。

”由此可见，老师的教学效果很大程度上取决于他的口语表达才能，表达了老师口语的重要性。

我们学校培养的是具有特色的小学老师，教学对象主要是县乡村的学生。

老师把小学课堂的教学资源与书本知识融会贯穿，学生就会自然而然的感受到书本知识学习的意义，从而就会进步学习兴趣，激发学习动机。

比方著名的教育学家斯霞老师在给学生讲解“颗颗稻粒多饱满”后，要求学生用“饱满”一词造句，学生只会用植物类词造句，于是老师用身姿语引导学生的思路，从而掌握了该词的意思。

但是的学生主要是以藏族学生为主，其母语是藏语，汉语是他们的第二语言，单纯的用态势语教学学生就理解不了，而且往往告诉给学生词典的解释，虽然解释得很清楚，但是学生还是不能真正的理解，在此可以将意思一样的藏语的词语拿来帮助理解，效果会更好。

国家教委在1992年公布的《师范院校“老师口语”课程标准（试行）》中规定，师范类学生的老师口语才能内容上可以分为正音、口语和教学用语三个部分。

幼儿园教师语言领域教育教学论文

幼儿园教师语言领域教育教学论文幼儿园语言领域教学的重要性，不仅体现在语言是幼儿身心全面发展的工具，也体现在语言对于幼儿领域的重要影响。

下面是店铺给大家推荐的幼儿园教师语言领域教育教学论文，希望大家喜欢!幼儿园教师语言领域教育教学论文篇一《提高幼儿园语言领域教学的有效性探究》摘要：幼儿园领域的教学，大致接触到语言、社会、健康、科学和艺术这五个方面的内容，这些内容对幼儿日后的生活习惯、认识能力、个性展现、待人接物等方面，都有着较为深远的影响。

从幼儿时期对孩子进行良好的教育，为孩子以后的茁壮成长奠定坚实的基础。

幼儿园语言领域的教学，一方面是幼儿园的主要教学任务，另一方面也是其他教学任务的基础。

幼儿园语言领域教学的重要性，不仅体现在语言是幼儿身心全面发展的工具，也体现在语言对于幼儿领域的重要影响。

如果想要在孩子幼儿时期，就培养较优秀的语言能力，那么，就需要提高幼儿园语言领域教学的有效性。

关键词：幼儿园教育;教学的有效性;幼儿语言教学;教学过程;教学活动目标幼儿园领域的教学，大致接触到语言、社会、健康、科学和艺术这五个方面的内容，这些内容对幼儿日后的生活习惯、认识能力、个性展现、待人接物等方面，都有着较为深远的影响。

如果想要在孩子幼儿时期，就培养较优秀的语言能力，那么，就需要提高幼儿园语言领域教学的有效性。

如何才能提高幼儿园语言领域教学的有效性，可以从以下几个方面入手：对幼儿园中语言教学活动制定系统和准确的教学目标、对幼儿园中语言教学活动内容的选择精益求精、对幼儿园中语言教学活动实施的过程严格把关、提升幼儿园师资力量的整体素质和修养等。

一、对幼儿园中语言教学活动制定系统和准确的教学目标幼儿园中语言教学活动制定系统和准确的教学目标，是开展工作的核心任务。

幼儿园语言领域的教学活动内容，都是以幼儿园中语言教学活动制定系统和准确的教学目标为指南针而实施、开展的。

要使幼儿园语言领域教学实现有效性，所有环节的重中之重应该是，为幼儿园中语言教学活动制定系统和准确的教学目标。

口语教学英语的研究论文

口语教学英语的研究论文在现实的学习、工作中，大家都不可避免地会接触到论文吧，通过论文写作可以提高我们综合运用所学知识的能力。

相信许多人会觉得论文很难写吧，下面是店铺帮大家整理的关于口语教学英语的研究论文，仅供参考，大家一起来看看吧。

口语教学英语的研究论文篇1一、高职院校公共英语口语教学改革的措施（一）英语口语教学的改进方法刘贵芹在中国外语教育高层论坛上发言中指出：“教学有法，教无定法，贵在得法。

要开展小班教学，多运用参与式、体验式、案例式、启发式教学。

最大限度地调动大学生学习大学英语的积极性、主动性、创造性，要多运用现代教育技术手段。

”[2]为了真正提高公共英语的口语教学水平，课堂上教学重心应该从原来的注重听说读写译全方面培养转向注重听说能力的培养。

沈阳职业技术学院，多年来针一直采取分层次教学，小班授课。

将英语基础好的学生组成A班，注重听说能力的培养，课堂上一部分时间用传统的教学方法授课，培养学生英语各个方面的能力；另一部分时间将多媒体网络技术引入课堂，引进大学体验英语听说自主学习软件，通过人机对话进行听说训练，取得了很好的效果。

英语基础薄弱的学生组成C班，课堂注重以零基础为起点进行授课，强调实用为主、够用为度的原则。

其余的学生为B 班，课堂上通过口头陈述、课文朗读、背诵、角色扮演等练习为学生创造开口说英语的机会，提升他们的口语表达能力。

（二）英语口语学习的改进方法由于公共英语的课时有限，教师与学生在课堂上接触的时间是有限的，老师要督促学生们增加口语练习和朗读训练。

大量的阅读训练可以拓宽学生的知识面，锻炼他们的思维能力，扩大学生的词汇量，使他们有话可讲，有话能讲。

其次要注重听力能力的训练，听和说是口语中密切相关的两个过程，学生只有先听得懂才能说得出。

除此之外，学生还要有针对性地选择收听一些听力资料来提高自身的听力水平。

学校和教师还应该多组织第二课堂练习活动的。

以2013级学生为例，参与辽宁省省职业院校技能大赛和全国高职院校英语写作大赛的选手都取得了优异的成绩，外国语学院组织2014年实用英语口语大赛和向经典英文诗歌和英语歌曲致敬等比赛，鼓励更多的学生参与到比赛中来。

试析教师职业口语的基本特性

试析教师职业口语的基本特性论文关键词：教师口语特性论文摘要：教师职业口语是一种职业语言，是用于教育教学的专门用语。

正确认识和理解职业口语的规范性、教育性、科学性、生动性和可接受性，既是教师职业口语的基本要求，又有助于教师更好地掌握和训练职业口语的基本技能。

教师职业口语不同于一般口语，它是用标准和比较标准的普通话表达的符合教育教学原则的工作用语。

教师只有熟练掌握了职业口语，才能产生理想的教育教学效果。

许多优秀教师，他们的教学之所以能给学生留下终生难忘的美好印象，除了丰富的知识外，科学、规范、生动的口语表达是一个重要原因。

特别是优美的教学口语能够在教学过程中化深奥为浅显，化抽象为具体，化平淡为神奇，从而激发学生的学习兴趣和求知欲望。

但要做到熟练掌握职业口语的基本技能，就有必要正确认识和理解职业口语的基本特性，才能较好地完成教育、教学等任务。

一、教师职业口语的规范性教师职业口语的规范性，是由教师工作的性质决定的。

要想成为一名合格教师，“为人师表”是最基本的要求，口语的示范作用则是重要的一方面。

学生之所以对教师有崇敬感和信任感，最根本的原因是教师的言传身教时时刻刻都在影响感染着学生。

如果说教师的行为是无声的语言、有形的榜样，那么教师的语言就是有声的行动、无形的楷模。

教师口语的示范楷模作用，决定了教师口语必须力求规范。

教师用规范的口语教育学生，对于提高学生的语言素质具有深远的意义。

教师职业口语应当是标准的或比较标准的普通话，这是最基本的技能。

由于教师经常要在教室或更大场所对公众讲话，因此要求声音要有一定力度，宏亮、持久而且强韧，语流通畅，节奏明快，慢而不拖沓，快而不杂乱，语调自然、适度。

此外，教师用语规范还表现在遣词造句方面要符合普通话的规则和现代汉语的习惯。

即无论叙事状物、说理抒情都要做到用词恰当、条理清楚、表达得体。

特别是教学口语，由于受到空间、时间和教学内容的制约，必须避免冗长、��嗦，而应做到简约、规范。

口语交际论文(5篇)

口语交际论文(5篇)口语交际论文(5篇)口语交际论文范文第1篇学校语文学科不仅是一门基础工具学科，而且更重要的是一门交际的基础工具学科。

因此，培育同学的口语交际力量是符合学校语文学科的性质的，是学校语文教学的重要任务。

一、凭借语文教材，加强口语交际训练对同学进行口语交际训练，首先要依托语文教材。

语文教材中语言因素非常丰富，为我们对同学进行口语交际训练供应了较广泛的内容和多种形式。

因此，教帅要非常重视运用教材的内容和形式，加强对同学的口语交际训练。

例如：学校语文教材编排了说完整句子的训练，看图说话训练等内容和形式。

同时，各册教材在阅读课文中，基础训练题中，都编排有人物对话交际的训练内容，如二班级的《爬天都峰》、五班级的《挑山工》等。

因此，老师教学时，除了根据教材编排的专项对话交际训练外，还要在讲读课文时突出人物对话的部分，有意识地让同学学习人物之间是如何进行口语交际的。

可通过朗读、分角色读，以及表演等形式进行训练，努力提高同学的口语交际力量。

尤其值得留意的是，一班级新编教材中，有一个新的特点是：课本中特地编排了“口语交际课”，一共编排了9课。

其内容包括：向同学们介绍“我的家”、介绍自己宠爱的动物、介绍自己学会的劳作，以及介绍一些有意义的活动等，这都是同学进行口语训练的好内容和生动形式，老师利用这类教材对同学进行训练时，必需在自主的语言实践中来培育同学口语交际力量。

例如第1课的口语交际课是《我的家》，这课是以人物对话的形式，几个小伴侣各自介绍自己家里有多少人，有哪些人，各自做什么等。

教学时，为了激发同学表达的愿望和爱好，老师可用毛绒绒的滑稽可笑的布娃娃来给大家上课。

先由布娃娃示范介绍“我的家”，然后其他同学仿照。

可以通过自己练说，同桌互说，四人小组相互介绍等形式进行自主的语言实践。

在这基础上由小组选出代表在班上演练。

在介绍时要求同学面对大家，声音洪亮，有礼貌。

在低班级口语交际训练中，要练习说好一句话，让同学学会用6种句式说话：①谁怎么样；②谁是什么；③谁做什么；④什么怎么样；⑤什么是什么；④什么做什么。

学校教师论文发言稿(3篇)

第1篇大家好！我是XX学校的XX老师，很荣幸能在这里与大家分享我的教育心得和感悟。

今天，我发言的主题是“不忘初心，砥砺前行——关于教师职业素养的思考”。

一、教师职业素养的重要性教师是立教之本、兴教之源，是教育发展的第一资源。

教师肩负着为国家培养人才、传承文化、引领社会进步的重任。

一个优秀的教师，不仅要有扎实的专业知识，更要有高尚的师德和良好的职业素养。

1. 师德是教师职业素养的核心。

教师是人类灵魂的工程师，肩负着塑造学生品格、启迪学生智慧、传递社会正能量的重要使命。

师德高尚的教师，能够以自身的言行感染学生，引导学生树立正确的世界观、人生观和价值观。

2. 知识是教师职业素养的基础。

教师要有广博的知识储备，不仅包括专业知识，还要有教育学、心理学等相关学科的知识。

只有具备扎实的知识基础，教师才能在教学中游刃有余，更好地引导学生成长。

3. 教育理念是教师职业素养的灵魂。

教师要有先进的教育理念，紧跟时代步伐，关注学生的个性发展，尊重学生的主体地位，培养学生的创新精神和实践能力。

4. 良好的沟通能力是教师职业素养的关键。

教师需要与学生、家长、同事等各方保持良好的沟通，共同促进学生的全面发展。

二、如何提升教师职业素养1. 强化师德建设。

教师要以德立身、以德立学、以德施教，严于律己，以身作则。

我们要深入学习党的教育方针，践行社会主义核心价值观，树立崇高的师德风范。

2. 不断学习，提升专业知识。

教师要有终身学习的意识，不断更新知识结构，提高教育教学能力。

可以通过参加培训、阅读专业书籍、向优秀教师学习等方式，丰富自己的知识储备。

3. 树立先进的教育理念。

教师要关注学生的个性发展，尊重学生的主体地位，关注学生的心理健康，培养学生的创新精神和实践能力。

要紧跟时代步伐，学习先进的教育教学方法，提高教学质量。

4. 提高沟通能力。

教师要善于与学生、家长、同事沟通交流，建立良好的师生关系。

可以通过开展家长会、家访、微信群等方式，加强与家长的沟通，共同关注学生的成长。

小学语文教师论文精选(1)【13篇】

浅谈如何在语文环境中学习汉语拼音拼音教学只有放在语言环境中去学习，把发展学生的语言和思维，开发儿童的智力有机结合起来，才能收到事半功倍的效果。

下面具体谈谈如何在语文环境中学习汉语拼音一、指导看图入手，培养学生的观察力和想象力。

拼音部分，不管是声母，还是韵母，或是音节词，都附有色彩艳丽的图画。

这些图画或摹形、或示音、或表义。

他们一般比较简单，接近学生的生活实际，学生观察起来难度不大。

在教学时，从指导看图开始，让学生看懂图意，了解它和所学拼音知识的关系，并用语言把图画内容表达出来，借此让学生初步接触汉语拼音的形和音，培养学生的观察能力和想象能力。

二、用学过的音节口头组词，发展学生词汇。

一年级学生虽然刚入学，但他们已认识许多事物，掌握了一定的词汇。

因此，在拼音教学时，一定要让学生结合生活实际，进行口头组词，发展学生的词汇，从而发展语言和思维。

如教学整体音节“yi”时，鼓励学生口头组词，学生可以说出诸如“医生、阿姨、椅子、文艺、艺术、已经、以后”等大量词语。

教师适时告诉他们这些词语中的“医、姨、椅、艺”等分别是一声、二声、三声、四声。

这样，不仅在具体的语言环境中掌握了拼音中读准调值的难点，而且发展了学生的语言。

三、利用童话、儿歌等激发兴趣，突破难点，开阔眼界。

在拼音教学中，正确读准调值，始终是一个难点，而单调地反复练读又枯燥乏味，引不起学生的兴趣。

这时教师可以用讲童话故事的方式吸引学生注意力，调动他们的学习积极性。

四、让学生用学过的音节词口头说话，培养学生的表达能力。

拼音教材中的音节词，一方面是巩固拼音的拼读，另一方面也是为发展学生语言、认识事物提供感性材料。

教学时，教师除了让学生正确拼读外，还应充分利用这些音节和插图，进行口头说话训练，发展学生的思维，培养表达能力。

如教“he hua”(荷花)时，除了教学生正确拼读，明白图意，还应让学生口头说话。

学生可以说“he hua”很美丽，也可以说成“我非常喜欢“he hua”。

教师口语的重要性及其认识和改善方式

教师口语的‎重要性及其‎认识和改善‎方式口语是智能‎的核心，是智慧的标‎志。

口才是现代‎社会人才的‎必备条件。

“口语学”是现代社会‎人才必备的‎知识素养。

“教师口语学‎”是现代优秀‎教师必备的‎思想工具和‎智能武器。

我们相信，随着时代进‎步，“口语学”和“教师口语学‎”会越来越受‎到重视。

苏霍姆林斯‎曾经说过:“教师的语言‎修养在较大‎程度上决定‎着学生在课‎堂上的脑力‎劳动的效率‎。

”先进的计算‎机和网络普‎及的时代，现代教育技‎术被许多人‎广为推崇。

即使如此，现代教育技‎术也不能完‎全取代教师‎，取代“口耳相传”这种基本的‎教学形式。

教师口语能‎力的强弱，直接影响教‎育工作的成‎败。

深刻而富有‎感染力的口‎语交流，能启迪学生‎的心灵，激励他们上‎进。

因此教师口‎语能力在提‎高教育教学‎质量、开发学生潜‎能、为学生提供‎良好示范及‎融洽师生关‎系等方面具‎有重要意义‎和作用。

其实，在实际生活‎及教育教学‎过程中，教师口语还‎普遍存在一‎些问题，如：语音不纯，乡音难改；夹杂方言语‎汇，语法错误；声音嘶哑，尖细；语调平直无‎趣，缺乏节奏、情感。

这种现象在‎老年教师中‎比较多。

另外部分语‎文教师示范朗读和‎指导朗读能‎力差，如：授课时使用‎方言词汇，授课时语法‎上也容易犯‎错误。

在新教师中‎，较多存在照‎本宣读，通读教案、讲义或书本‎；晦涩玄奥、抽象难懂、卖弄学问，故作高深；拖泥带水，主次不分，不得要领，废话连篇；颠三倒四，语无伦次；讥讽轻视，恶语伤人；模棱两可，欲盖弥彰等‎现象。

这些无疑对‎于学生的发‎展是不利的‎，往往会导致‎恶性循环。

特级教师斯‎霞说：教师的语言‎，应该成为学‎生的楷模。

因此，教师要不断‎提高素质，丰富语言，善于抓住评‎价时机，提高评价的‎有效性、针对性。

同时，还要利用言‎语的及时性‎特点，对学生表现‎出的瞬间的‎闪光点，给予及时的‎鼓励。

在教学中，多用“你讲得太生‎动了！”“你比老师读‎得还好呢！”“你很有主见‎!”“你比上次进‎步多了！”用这样的语‎言，让学生倍感‎亲切。

试论师范生口语技能培养的重要性

试论师范生口语技能培养的重要性摘要：随着教师口语在学校教学教育过程中普遍而深入的推广，教师口语在现代教育中的地位与作用也越发得突出。

某些条件下，教师口语应用的合理与否将直接影响教学教育的质量。

为了呈现并深入了解教师口语在教学中所造成的具体影响，包括正负两方面。

本论文即通过教师口语的口音基础普通话，语言技巧，教学口语的应用，教育口语的应用这四个方面论证教师口语对教育教学所产生的影响，并且力图寻找教师口语与教学教育之间的内在逻辑，以此为线索，为教师在教育教学的过程中该如何合理地使用教学口语提供一定的意见建议，从而提升学生在教育教学中的主动性，促使学生自觉地学习，进而提高整体的教学水平与教学质量。

关键词：教师口语，教学，教育，影响Abstract: with oral English teaching education in school teachers in the process of common and deep promotion, teachers in modern education spoken in the position and the function also have more outstanding. Some conditions, the reasonable application teacher spoken language or not will directly affect the quality of the education teaching. In order to present and in-depth understanding of teachers in teaching spoken by the specific effects, including both positive and negative. This paper, through the teacher spoken language based mandarin accent, language skills, the application of teaching spoken English, oral education application the four aspects of education teaching spoken English teacher demonstrates that the impact, and tries to find teacher spoken language education and teaching between internal logic, so this clues for teacher education teaching in the process of how to properly use oral teaching provide certain opinion suggestion, so as to enhance the education teaching students in the initiative, to help students learn conscientiously, and further increase the overall teaching level and teaching quality.Key words: oral English teacher, teaching, education, influence一、引论教师口语是指教师在从事教育教学活动的过程中所使用的专业口头用语，它是教师进行教育教学的最基本、最重要的手段，是教学信息的载体，是教师职业的工作用语，也是教师完成教学任务的主要工具。

小学语文口语交际论文5篇

小学语文口语交际论文5篇【篇一】日常生活中，人们无时不在表达心意，交流情感，传达信息，可见口语交际的重要性。

新颁布的小学语文教学大纲，第一次把“口语交际”纳入了教学内容，并明确规定：从小学低年级开始，就要对学生进行这方面的训练。

，这是语文教育的一项重大改革，体现了对语文教育功能的全面理解，对语文素质的全面关注，理解语文教育生活化的理念。

现在的低年级小学生生活内容比起以前的孩子丰富多了，接收信息的渠道很多，与人交流时基本上“言之有物”，但缺乏“言之有序”，欠缺良好的交际态度和听说习惯。

可见从小培养孩子的口语交际能力是现代小学语文教学的重要任务，要使孩子能更好的适应未来社会的需求和发展。

一、不把口语交际课上成说话课，谈化交际性。

“说话”往往是单向的，多是一人说，众人听，语言信息呈单向传递状态，思想交流、思维碰撞较少，而口语交际更强调双向互动，具有交互性。

实际教学中我们会看到有的教师会把口语交际课上成“看图说话”课，指着书上的插图一句一句问学生图上画的是谁，他们在干什么等等，这样的教学哪里谈得上在学口语交际，与教材的编写意图当然是相违背的。

有的教师虽然一开始创设了良好的情境，但稍不注意就会上成说话课。

如在口语交际课《春天来了》中，学生准备好后，一位学生上台就说开了，但教师为了叙述更流利，对他说：“请你转过身看大屏幕说”。

就这么一转身，这位同学就背对着同学“交际”了。

这是十分典型的“独白”或“说话”。

把口语交际课上成“说话”课，无疑削弱了口语交际应有的“交际性”。

口语交际能力应该从低年级开始就培养。

二、精心选择交际材料，创设有实际意义的情境，激起学生兴趣。

小学生口语交际训练的材料的来源大致有二：一是语文课本中提供的说话凭借；二是教师选取的课外说话材料。

一、二年级新教材文质兼美的课文，为教学提供了进行语言规范和语言实践活动的素材和具体情境，所以要用好教材这个例子。

两种材料来源相比较而言，后者占有较大的优势。

英语--中学英语教学教师口语策略探讨本科学位论文

Teacher Talk discourse analysisAbstract：Teacher Talk (TT for short) refers to the speeches that the teacher uses to speak to students when the teacher undertakes the task in the foreign language teaching. TT can be primarily divided into two types: content language (CL for short) and medium language (ML for short). CL refers to the language of teaching tasks as prescribed in textbooks. ML consists of explanatory medium language (EML) and co ordinative medium language (CML) EML refers to the language the teach er uses to perform such teaching tasks as paragraphing words or sent ences or illustrating grammar rules. CML refers to speeches used by the teacher for greeting, comments, task switching, discipline regulati on, etc. What merits my attention in this paper is ML.TT as the essential medium in language teaching is firstly studied i n the field of Teaching Methodology. Different teaching approaches can bring about different styles of TT; and different TT applies differ ent teaching approaches to teaching activities. However, limiting the analysis of TT in the field of Teaching Methodology may narrow the research space of TT and can be fairly disadvantageous in language t eaching. This paper adopts an opening view –the perspective of dis course analysis to analyze linguistic forms and their functions as we ll as effects on learners’learning, and it firstly sums up several communicative features of TT. Then introduces the researches closely related to the study of TT, and enquires the TT strategies basing on the analysis of the middle schools’English teaching. Finally, tries to offer further refection on TT.中文题目：中学英语教学教师口语策略探讨The key words: Teacher Talk; discourse analysis; context; classroom in teraction; communicative features.1. IntroductionThe first chapter serves as an introduction with a brief overview of the previous study of Teacher Talk. It has put forward the new sc ope of this paper that it will be quite contributive to investigate Teacher Talk from the perspective of the discourse analysis rather than limiting the research of Teacher Talk in the only field of For eign Language Teaching Methodologies.1.1. Present Research on Teacher TalkWith the development of the second language acquisition, scholars begi n to study language teaching classroom in psychological and sociologic al perspectives in order to improve students’acquisition of a secon d language. Mantero (2002) studies discourse in second language classr oom in a psychological perspective. His study brings us “closer to understanding the role of cognition, discourse, and literature in a f oreign language classroom”.Those who studies in the sociological per spective are interested in the classroom interaction. Christie (2002) has said “there has been a growing interest in the study of intera ction patterns found in foreign language classrooms during the last 20 years. This is a result of the realization that successful language teaching probably depends more on the type of interaction that tak es place in the classroom than on the actual teaching method used.”Therefore, the discourse between the teacher and students becomes th e subject. The structure and the nature of classroom discourse are s tudied to show how the teacher and the students together create chan ces to learn instead of only how the teacher teaches.Meanwhile, there are also micro studies of the discourse in classroom s. Barnes (1969, quoted in Ellis, 1994) has studied one aspect of t he discourse –initiating. Mchoul (1978, quoted in Ellis, 1994) has shown that classroom discourse is often organized so that there is a strict allocation of turns and who speaks to whom at what time is firmly controlled. As a result, there is less turn-by-turn negot iation and competition, and individual student initiatives are discoura ged.In China, although our society has a considerable demand of foreign language teaching, and it never functions well in terms of explorations of Teacher Talk. Therefore, research of Teacher Talk in China see m quite inadequate and may not meet the actual demands of foreign l anguage teaching. A case in point is the investigation made by Yang Xueyan in 2003. She examined the Index to Papers on Foreign Langua ge Research edited by Highber Education Institute and collected the s tatistics about the research papers published by foreign language teac hers in China in 1999.Table: Statistics of Papers on Foreign Language Teaching in 1999 NumberRatioForeign language teaching (extensively)6324.7%Reform in education4116%Language learning and acquisition4116%Teaching methodology2811%Language skills and teaching259.8%Cultural factors197.5%Multimedia and electric-form teaching197.5%Teaching research93.5%Foreign language classrooms performance52%Foreign language teachers52%From the above table we may realize that Chinese foreign language te achers do concern most about the research of the second language acq uisition, teaching methodologies and cross-cultural communication, but c are the least about language classroom and language teachers. Furtherm ore, the research about teachers in foreign language teaching is cent ralized on teacher’s qualities, teacher’s roles and relationship betw een teachers and students (Yang Xueyan, 2003).Either in domestic or foreign countries, linguistics and language teac hers have attached more importance to teaching methodologies and usual ly resort to methodological approach to Teacher Talk (Liu Runqing, 19 99); and the discoursed perspective of interactive Teacher Talk in th is paper is obviously unusual and needs to be encouraged. So from o verview of the present study on Teacher Talk, it necessitates the tr ends that Teacher Talk should be investigated in various respects (Li u Runqing, 1999).1.2．Definition and Classification of Teacher TalkAccording to the linguists Sinclair ＆Brazil who published Teacher T alk in 1982, teacher talk (TT for short) refers to the speeches tha t the teacher uses to speak to students when the teacher undertakes teaching tasks in the foreign language teaching (Sinclair ＆Brazil, 1982).TT can be primarily divided into two types: content language (CL for short) and medium language (ML for short) (Sinclair ＆Brazil,1 982). CL refers to the language of teaching tasks as prescribed in textbooks. Teachers read them aloud in the order of sentence or para graph. ML consists of explanatory medium language (EML) and coordinati ve medium language (CML). EML means the language that teachers use t o paraphrase words or sentences of texts, to illustrate grammar, and to provide further information relating to texts; CML refers to spe eches used by the teacher for greeting, revision, question delivery, comments, task switching, discipline regulation, homework, etc. What me rits my attention in this paper is ML1.3. Linguistic Properties of Teacher TalkCalaudron (1988) investigates and studies TT from all linguistic a spects and he draws the following conclusions:(1) Pronunciations: Sonorous, articulate, a bit exaggerated; underlying the vowels and consonant clusters, without an emphasis so much on the RP (Received Pronunciation) as the so called standard pronunciat ion typical of the written English;(2) Vocabulary: As few as possible modifiers to the vocabulary, abb reviations or colloquial expression, but many basic words of neutral color are used;(3) Syntax: Short sentences are used to the less advanced students as many as possible instead of the complex ones and a great amoun t of structures rather than the irregular, not so much in the past tense as in the present tense;(4) Discourse: The first person is mostly used, and repetition reso rted for explaining things to the less advanced students;(5) Other respects take 60% of a period of class, and they are s tandardized, and demonstrative.TT seems to be like "mother tongue", which, in the second language classrooms, is usually adjusted (in pronunciation, vocabulary, syntax and discourse) to different needs of students; and still needs to be illustrated with accuracy, norms and demonstration.1.4. Function and Values of Teacher TalkFor about twenty years, linguists have paid more and more attention to the fact that in classrooms students’successful outcome is large ly related to the speeches the teacher uses and interaction between the teachers and students. Just as Duly states: “Teaching a second language means creating for students a part or all their new languag e environment. The entire responsibility for creating the language env ironment falls on the teacher who is teaching a language that is no t used in the community”(1989). It is obvious that teacher talk p lays a very important part as far as students’acquisition of the second language is concerned. Seven Walsh has also pointed out that EFT classroom teaching is very different from other classroom teaching , and in EFT classrooms, language is not only the aim of learning but also the teaching medium. In other words, both teachers and stud ents are using the language while they are teaching and learning the language. TT can be the largest and most liable source of students ’second language acquisition. Consequently, the presentation of TT h as both positive and passive effects on students’outcome (Wang Yinq uan, 1999).TT is functional and of great value as far as all the respects o f classroom teaching is concerned. Below are demonstrations to show t wo of TT’s functions: to create harmonious atmosphere and to encoura ge students.Firstly, a teacher can improve his TT to create harmonious atmosphere in foreign language teaching.Secondly, a good teacher needs to make sure that all students get t he feeling of being encouraged from his TT “Encouraging”being a l anguage function; it is the best way for teacher to use the linguis tic tools to verbally encourage students, not by pointing out that s tudents’weaknesses do not matter, but by highlighting their strength s.Besides its worth and function in teaching and learning, TT serves a s the major source of students’foreign language input, and it is of great significance for TT to be paid a close and further attenti on to. Another reason may be that ever since Hymes (1972) raised th e issue of communicative competence (CC) in the 1970s, it has been widely advocated as the target of TESOL and Second Language Acquisiti on (SLA). Much research on making students speak appropriately has be en done, with theories such as learner-centered learning, learners#39; awareness of CC, learners#39; autonomy in class being established2. Rationales Relevant to Teacher TalkThe first chapter introduces the rationales which are closely related to the study of Teacher Talk, and they are: (1) Foreign Language Teaching Methodology; (2) Sociolinguistics; (3) Applied Linguistics; (4) Second Language Acquisition; (5) Discourse Analysis. Instead of pursu ing the traditional approach in which Teacher Talk is usually involve d in the field of Foreign Language Teaching Methodology, this paper takes quite a new perspective: discoursed analysis to study the langu age in use on the part of the teacher in foreign language teaching.2.1. Methodological Account and its Related SubjectsIt is quite certain that methodological theories have ever been the biggest source of linguistic structures and speech strategies in TT. Research on teaching methodologies can serve as the starting point to analyze TT. Scholars like Benseler(1980), Schulz(1980), Johnson(1979), Brumfit(1979), Brown(1980), Littlewood(1981),etc., who have been involv ed in the research of teaching methodologies, have also been concerne d with many respects of TT. Different methodologies contribute to dif ferent conversational styles of TT.2.1.1. Foreign Language Teaching Methodology and Teacher TalkVarious teaching methodologies provide teachers with a wider variety o f teaching strategies and skills rather than detailed analysis of tea cher talk from modern linguistic perspectives. Foreign Language Teachin g Methodology covers all the important aspects of language teaching,including teaching of the language skills: reading, listening, speaking and writing (Benseler&Schulz, 1980). Teaching of pronunciation, gramma r, and vocabulary is also covered in many teaching methodological boo ks. The practical details of the role of lesson planning, classroom management and language testing are also included in teaching methodol ogies. Although there are some theories which are concerned with the people in classrooms-the teacher and the students, TT has not yet become the focus of the research in the field of Foreign Language T eaching Methodology. However, learning from the research about teaching methodologies can be beneficial to the analysis of TT because diffe rent methodologies need different styles of TT and a certain type of TT needs to suit its corresponding teaching main development and st ructure of Foreign Language methodology. Below is the Teaching Methodo logy, which will be the basis and starting point of the analysis of this paper.A. Grammar-Translation Method and Teacher TalkThe Grammar-Translation Method is a language teaching method based on the study of texts in the target language which has to be explain ed and analyzed and then translated in mother tongue. TT covers sent ence patterns and drills instead of real communication with students and thus loses its communicative nature. This teaching method limits the development of TT to a very large extent.B. Functional-Notional Approach and Teacher TalkAs a big breakthrough out of the Grammar-Translation Method, Functiona l-Notional Approach appears to focus on language functions: the things we do in real life or more technically speaking: speech actsC. Humanist Teaching Approach and Teacher TalkVarious language teaching methods arising in 1970s concern the learner as a whole person. . They are concerned with treating a learner n ot just a student in the classroom, but as a human being with feel ings and emotions. In order to perform this Humanist Teaching Approac h, the task of TT is how to free students from the frightening and stressful situations and put them into the situations in which stud ents feel completely relaxed, happy and not worried by any errors (Brumfit, 1979). Thus, TT has to put emphasis on acceptance and encour agement with proper conversational strategies.D. Communicative Teaching Approach and TTIt is not a strictly prescriptive method, as it is understood that every teacher, every learner, and every class is different, and the weaknesses and strengths of everyone concerned in the language learnin g processes need to be considered and worked on. It is also based on the view that the full communicative competence can only be reach ed if the learner has adequate opportunities to meet the language us ed in its authentic form (Lynch, 1996) which means not only texts t hat have been written by native speakers for native speakers but als o TT which adopts authentic forms. Classroom tasks should be based a s much -as possible on real-life ones (Nunan, 1989) so that the lea p from classroom to real world is not so great. It demands that te achers should maximize the communicative nature of TT by recreating n ecessity and unpredictability in classroom interaction as well as effe ctive feedback to student speech. In a word, in communicative teachin g and learning, to develop learner#39;s communicative competence become s the focal attention of teachers2.1.2. Sociolinguistics and Teacher TalkSociolinguistics is the study of the relationship between langu age and society，including the social functions language fulfills in a society (Lyons and John, 1981). This study covers the social contexts in which lang uage is used and the effect it might have. The study itself has no thing to do with teaching language, and that would be the applicatio n of Sociolinguistics to foreign language teaching. According to Dell Hymes who stresses that appropriateness is as important as accuracy in language use, using an inappropriate expression or word can caus e offence. Just learning that point from sociolinguistics, foreign lan guage teachers get to realize that they need to make sure their lea rners are sensitive to that aspect of language use. It is, of cours e, impossible to cover in the language course all the situations tha t the learners are likely to be involved in, but one can cover enough to enable learners to see that there are differences in the typ es of languages they use to different people in different situations. With the help of TT the teacher needs to show matters of politene ss and familiarity. In classroom contexts, students need to hear appr opriate TT and be taught to use a language appropriately. Teachers s hould set up situations in which students can recreate the real life speeches.2.1.3. Applied Linguistics and Teacher TalkBoth linguistics and language teaching take language as their subject. Since linguistics is defined as the scientific study of language, i t seems obvious that such a close relations to study would have lan guage teaching. However, linguistics and differ language teaching in t heir attitudes towards language, their goals, and their methods. Langu age is viewed as a system of forms in linguistics, but it is regar ded as a set of skills in the field of language teaching. To bridg e the gap between the theories of linguistics and the practice of f oreign language teaching, Applied Linguistics) serves as a mediating a rea which interprets the results of linguistic theories and makes the m relevant to the language teacher (Hu Zhuanglin, 1988).Applied Linguistics is conductive to foreign language teaching in two major aspects. Firstly, Applied Linguistics extends the theoretical l inguistics in the direction of language learning and teaching, so tha t the teacher is enabled to make better decisions on the goal and content of teaching and qualities of TT. Secondly, Applied Linguistics states the insights and implications that linguistic theories have o n the language teaching methodology. Once the goal and content of th e teaching are settled, the teacher has to consider such questions a s "How to teach?" "Should the teaching-learning process be teacher-cen tered, textbook-centered, or learner-centered?" "How should the learner# 39;s errors be treated?" All of these aspects are liable to influenc e TT.2.1.4. Second Language Acquisition and Teacher TalkKrashen, an American researcher in Language Acquisition, defined the term language acquisition as gaining use of a language withoutany conscious learning, such as the way babies acquire their mother tongue (1981). Learning a language requires some formal training and conscious effort. There are differences between learning the first a nd a second or foreign language. One of them is that the child lea rns to communicate by being in situations in which he has to commun icate, and he gets the necessary amount of language input from those around him. Can we create the same situation in the classroom? Man y will say that it is unrealistic to try and copy and establish th e first language acquisition environment in the classroom. The classro om itself is an artificial environment for real communication to take place. Since communication stems from the necessity to communicate, the teacher needs to add this element to the classroom situation. A case in point is to recreate information gap in the classrooms.By comparing the first language acquisition with the second langua ge acquisition, a parallel has been drawn as the basis of research into language learning. Some research findings of Second Language Acqu isition have been applied to foreign language teaching for several de cades. An example is Audio-Lingual Method of language teaching which involves giving the learner stimuli in the form of prompts(Johnson,1979), and praising the correct response or punishing an incorrect response, until the right one is given, and only corr ect language is accepted in the classroom. The teacher always uses t he target language, as the only language to be heard or spoken so as to encourage the learner to think in it. Research on Second Lang uage Acquisition has ever provided TT with important theoretic basis and diverse approaches to enrich TT ever provided TT with important theoretic basis and diverse approach to enrich TT styles and strategi es, but there are a few obvious disadvantages in conducting TT,(which will be examined latter). We should look critically at the resear ch which is relevant to language teaching and TT. It may be better for teachers to utilize an eclectic approach, which means they try to adopt the best from different methods and adapt them to their students.2.2. Theoretical Account Adopted in the Thesis(1) Discourse AnalysisDiscourse analysis covers an extremely wide range of activities, f rom the narrowly focused investigation of how words such as “oh”o r “well”are used in casual talk, to the study of the dominant i deology in culture as represented, for example, in its educational or political practices (Brown&Yule, 1983). When it is restricted to lin guistic issues, discourse analysis focuses on the record (spoken or w ritten) of the process by which language is used in some context to express intention (Schiffrin, 1995).(2) PragmaticsDiscourse analysis has much in common with pragmatics especially in t he subject of context and conversational principles. Pragmatics is a newly arising discipline with rapid development (He Zhaoxiong, 1999). It has become so important that “we can not really understand the nature of language itself unless we understand pragmatics-how language is used in communication”(Leech, 1983:1).(3) ContextSince Malinowski coined the term “context of situation”in 1923, more and more linguists and language teachers have come to realize that contexts of whatever kind are worthy of being viewed as a cr ucial factor in determination and explanation of people’s ability to speak and understand, and thus involved themselves in research on “the actual use of language in concrete situations”(Chomsky, 1965:4 ).In terms of classroom context, many factors should be taken into con sideration such as teacher and students, their mental world and their relationship; and classroom-the physical environment; together with th e social world-general norms and values and the like. Following Versc h ueren’s theory that language choices are interadaptable with all the factors in the context, the speech acts in TT will be the result of adaptability of the contexts.(4) Co-operative PrinciplesThe philosopher, Paul Grice, proposes that all speakers, regardless of their cultural background, adhere to a basic principle governingconversation which he terms the co-operative principles that is, we assume that in a conversation the participants will co-operate with each other when making their contributions. Grice then breaks this principle down into four basic MAXIMS which go towards making a spea ker’s contribution to the conversation “co-operative”(Peccei, 1999:2 7):1) RELEVANCE: Make sure that whatever you say is relevant to the co nversation at hand,2) QUALITY: Do not say what you believe to be false. Do not say that for which you lack adequate evidence.3) QUANTITY: Make your contribution sufficiently informative for the current purposes of the conversation. Do not make your contributi on more informative than is necessary.4) CLARITY: Do not make your contribution obscure, ambiguous or difficult to understand.(5) Politeness PrinciplePoliteness is a system of interpersonal relations designed to facilita te interaction by minimizing3. Communicative Characteristics and Strategies of Teacher TalkThis chapter is the central part of the paper where the communicativ e characteristics of TT are analyzed from the perspective of discours e analysis. After investigating some important factors in the context of TT, I intend to concentrate on the communicative nature of TT; dominant speech acts used by the teacher; and the features of co-o perative principles displayed in TT; The strategies of TT used in la nguage teaching classroom are enquired from the analysis of middle sc hools’English teaching classroom. And in what follows, I try to of fer a discussion about the peculiarity of politeness in TT.3.1. Communicative and Non-communicative Nature of Teacher TalkDue to the peculiar context of TT, some part of TT is communicative and some non-communicative. The content language used in TT is non-communicative, including the language of the teaching tasks as prescri bed in textbooks: reading them aloud in sentence order or paragraph-w ise. The explanatory medium language is also non-communicative, which is used by the teacher to paraphrase words or sentences of texts; t o illustrate grammar rules; to provide further information relating to texts. In contrast, the co-ordinative medium language used for class management is communicative when TT stretches to speeches for greeti ngs, question delivery, comments, task switching, discipline regulation, homework, etc.Additionally, Thornbury (1996) proposes that some respects of TT are communicative: (1) using questioning questions when the teacher has th e purpose of communicating without knowing the answers to the questio ns beforehand; (2) delivering feedback judging on content instead of on form; (3) carrying out meaningful negotiation with learners; (4) a djusting, pausing and re-illustrating of TT. Thornbury (1996) suggests that some other respects of TT are non-communicative: (1) using muc h more displayed questions; (2) delivering feedback focusing on conten t; (3) repeating learners’speech to ensure the whole class’s under standing; (4) adopting the continual discoursed pattern, i.e. initiatio n-response- feedback.3.2. Institutional Contexts of Teacher Talk3.2.1. Roles of TeacherTeacher’s role is corresponding with the functions of TT. The ro le of being an instructor decides on non-communicative function of TT while only communicative function of TT can meet the demand of a teacher’s role as a participant in class interaction. So teacher’s role is another factor in TT#39;s institutional context.In terms of teacher’s role, we all agree with this point that a teacher cannot simply be described as an “instructor”in class, whose major role is to pass on knowledge. There are many other role s a teacher plays such as classroom managers or an activity particip ant. According to Harmer (1983: 200-204), a language teacher’s potent ial roles will be:A. As controller of everything that goes on in the classroom. He co ntrols not only what students do, but when they speak and what lang uage they use;B. As manager, organizing the activities;C. As assessor, giving feedback and advice, as well correcting and g rading;D. As participant (co-communicator) in an organized activity such as debate or role play;E. As prompter to encourage students to participate or make suggestio ns about how to proceed in an activity;F. As resource, that is a source of language and knowledge;G. As instructor, actually teaching the new language points and train ing students in language kills.It is quite obvious that a teacher plays multiple roles in class . Additionally, there are some more points worth noticing. Firstly, i n communicative language teaching, the teacher is a facilitator of st udents whose role is less dominant than in a teacher-centered method (Widdowson, 1987). Secondly, the role of the teacher changes followi ng the aims of the class. The teacher may function more as a contr oller if he is mainly doing presentation of new language points, whe reas he is more of a resource or prompter or participant once a co mmunicative activity starts. Thirdly, many things a teacher does in c lass may not belong to a single one role. The teacher may function as a prompter, an organizer, or a controller at the same time.From the above we know that teachers’roles are diverse and dyn amic (Widdowson, 1987). Most importantly we come to realize that all the roles must be performed in TT and TT is embedded in teachers ’multiple roles. The quality of TT must be consistent with teacher ’role. For instance, as an organizer, it is advisable for the tea cher to speak the instructions clearly and concisely, otherwise, stude nts cannot carry out the tasks. As a prompter and participant, the teacher should stimulate and prompt students with questions or utterin。

教师的语言艺术论文

教师的语言艺术论文教师要有扎实的语言基础知识，过硬的语言基本功，能随时随地纠正学生的错误语言、语音。

下面是教师的语言艺术论文，欢迎阅读。

[关键词]:教学语言语言艺术教师教师要面向学生有效地传授信息，必须经过语言、文字、造型等手段向学生传授知识。

其中教学语言尤为重要。

一、教学语言的科学性教学语言的科学性，体现在教学语言的准确性、精炼性、逻辑性和系统性。

所谓准确性，就是能够正确地使用概念，科学地进行判断，语言规范，发音准确，吐字清晰，使学生准确地理解讲授的内容。

所谓精炼，就是措辞精当，言简意赅、干净利落，不嗦，能用最简练的语言，表达出最丰富的内容。

所谓逻辑性，就是对每个论点的论证推导，步骤严谨，理由充分，无懈可击，合乎逻辑的引出必然的结论，所谓系统性，就是按照事物发展的顺序，层次清楚、结构条例的进行讲解，抓住精华，突出重点，取舍得宜，而不是挂一漏万，以点带面，一堂课的讲授记录下来就是一片完整的文章。

如果教师的教学语言没有科学性，就会导致概念模糊，造成判断上的错误，推理上的自相矛盾，这既影响学生掌握知识，也阻碍他们的智力发展。

二、教学语言的启发性教师的教学是为了发展学生的思维能力，这就要求教学语言含蓄蕴藉，耐人寻味，发人深思，富有启发性，给学生留下想像的余地。

以难度适当的多方面问题刺激学生的思维，使学生能由此及彼，由因想到果。

三、教学语言的教育性教学始终具有教育性是一条客观规律。

教师在任何情况下都应将教书育人有机结合起来，任何学科的教师，在钻研教材时，都要深刻体会教材的思想内容，并使之与自己的思想感情融合起来，这样，教师的爱和憎，使他们既能准确地掌握科学知识，又能受到思想上的教育和感情上的熏陶。

需要注意的是，教师不要脱离教学语言的科学性去片面追求教育性。

四、教学语言的的生动性学生理解事物是由具体到抽象的，而教科书一般是以抽象概括的语言叙述的，文字虽简练，但缺乏具体形象和情节，很难吸引人。

这就要求教师在讲授时，要根据教材的内容，紧密实际，恰当举例，运用有趣的比喻，生动形象的语言，进行绘声绘色的描述或讲解。

小学语文口语交际论文(共7篇)【教学论文】

第1篇：浅议小学语文口语交际教学的有效实施策略对小学语文口语交际教学的有效实施问题展开研究，对促进小学生语文能力的发展具有重要的作用，因此，本文将小学语文口语交际教学的有效实施研究作为重点的研究内容。

一、开展小学语文口语交际教学的必要性分析1.学生语言发展需要口语交际教学应该看到，小学生与幼儿相比较，在口语能力方面取得了长足的进步，但是也要看到小学生语言发展，正好处在语言发展的过渡期，从某种意义上来说，小学生正是语言发展的关键时期。

如果在这一语言发展的关键时期，不去抓住时机大力的发展小学生的语言能力，那么就会措施良机，严重影响到学生的语言能力发展，因此，在小学阶段开展小学语文口语交际教学是非常必要的。

2.小学语文教学目标实现的需要从目前小学语文教学目标设定的实际情况来看，目前小学语文教学目标的设定与以往的教学目标设定比较存在着很大的差别，现阶段小学语文教学目标的设定，改变了以往单一化教学目标设定的现状，教学目标的设定呈现出多元化的趋势，在目前小学语文教学目标的设定中，既有听说的教学目标设定，同时也有读写方面的教学目标设定，在小学语文教学中开展口语交际教学活动，对实现这样的教学目标是非常有益的。

二、现阶段小学语文口语交际教学存在的问题1.小学语文教学实施的环境欠佳受到传统应试教育的影响，在一些地区，小学语文教学的开展依然围绕着考试这个指挥棒而进行，学生在小学语文考试中取得好的成绩成为小学语文教学活动实施的根本基点。

一些学校在小学语文教学的实施中，更多关注的是如何提升学生的考试水平，对于学生的口语交际能力发展很少关注，这样的教学实施环境，对小学语文口语交际教学活动的高效开展是非常不利的。

那么从社会的环境来看，尤其是近些年来随着网络化的兴起虽然给学生的学习带来了很大的便捷，但是我们也要看到，网络上充斥着许多不良的语言，这些不良语言文化对于小学生的心灵带来了很大的污染，这样的网络语言环境对于小学语文口语交际教学的实施也是非常不利的。

地理教学中口语艺术论文

浅谈地理教学中的口语艺术摘要:在地理课堂教学中,教师的语言对完成地理教学任务、履行地理教育职责起着举足轻重的作用。

口头语言是课堂教学语言的一种,是提高地理课堂教学质量的基本教学技能之一。

本文详细阐述了地理教学对教师口头语言的具体要求;并总结了达到这些要求所要使用的方法。

关键词:地理教学;教学语言;口语艺术1.引言教学语言是教师最主要的工具,大凡成功的教学,无不得力于教学语言的功力。

教师的语言素养在极大程度上决定着课堂上脑力劳动的效率,教学语言艺术水平的高低,直接影响着对学生传授知识和智力开发的效果,决定着教学质量的优劣[1]。

这在地理教学中也不例外。

口头语言是课堂教学语言的一种,即用口语表达各种思想、观点态度和含义的一种方式,它是人们交流情感、情绪等的一种基本语言形式。

因次,在地理教学中正确运用口语是地理教师非常必要的基本功之一。

2.地理教学中口头语言的要求2.1准确准确,指对地理事项的表达要音准、术语化、方位明确、计量单位规范,符合科学性,这就要做到地理事实、概念、原理和方法的讲授均准确无误。

2.1.1教师应勤查字典,并注意用语贴切。

口语的准确性要求,首先体现在音准上。

对地理教师的音准要求,除了与其他学科一样,要求用普通话教学,力争做到读音准确、标准外,还应十分注意地名读音的准确。

如,秘(b??鲁而非秘(m??鲁,地壳(qi?鄌)而非地壳(k??,这些都是易读错音的,地理教师要勤查字典,千万不能想当然,以至于丧失自己的威信。

地理教学语言的准确性要求,还体现在一词一字用法的贴切上。

例如:讲天气现象中的锋时,暖锋是暖气团”爬升”到冷气团之上,显示出暖气团是主动的一方;冷锋是暖气团被”抬升”到冷气团之上,显示暖气团是被动的一方。

这种用词的讲究,正是地理学科科学性的体现,尤其地理概念、地理原理需要地理教师用精确的语言进行表述,让学生获得准确的信息。

2.1.2教师应具有扎实的地理知识基础。

这是准确表达地理事物和现象的必要前提。

口语交际教学分析论文[精选5篇]

口语交际教学分析论文[精选5篇]第一篇：口语交际教学论文（推荐）口语交际教学中应注意的问题口语交际是指在人与人交往的语言环境中，听、说双方运用口头语言传递信息、交流思想和感情的一种活动。

良好的口语交际不仅在庄重严肃的场合发挥重要作用，而且在我们日常生活、学习、工作和社会交往中也发挥着非常重要的作用。

小学阶段口语交际教学的目标：具有日常交往能力，学会倾听、表达与交流。

口语交际重在“交际”，教学中要让学生在交际的过程中提高交际的能力，“交际”既是口语交际的出发点，也是口语交际的归宿，还是它的核心所在。

口语交际教学应从如下几方面入手：一、话题选择口语交际教学中，话题就是交际双方进行思想交流、情感沟通、观点阐述、议论评判的核心，是实现有效的交际沟通的重要前提，是在交际情境中把交际双方紧紧地联系在一起的纽带。

因此，选择合适的话题，对开展好口语交际教学至关重要。

在选择方面首先要与学生的生活密切相连。

其次，要能较好地体现双向或多项互动的特点。

所选的话题，要有利于学生尽情地交流思想、沟通感情、传递信息。

再次，要有利于创设口语交际情境。

只有在良好的交际情境中，学生才能产生强烈的交际欲望。

最后，要有利于学生良好的价值观和世界观的形成。

二、互动是核心口语交际不是听和说的简单相加，它的核心是交际双方的互动，只有交际双方处于互动的状态才是真正意义的口语交际。

口语交际过程中，学生不仅要靠语言进行交流沟通，还要借助声音高低、语速快慢、表情变化、身体姿势等伴随语言和肢体语言来交流感情和传递信息。

而伴随语言和肢体语言的变化，往往是在交际双方的互动过程中即时产生的。

因此，在口语交际教学中，教师应想方设法使课堂中语言的表达和交流由单向变成多项，由静止变成动态生成的过程，让学生在有一定实践意义的交际活动中学会交往，学会与人沟通和交流。

口语交际教学中的互动方式是多种多样的，主要有师生互动、生生互动和群体互动三种。

三、情境教学口语交际是在特定的环境里产生的言语活动。

英语教学论文范文(精选6篇)(4)

英语教学论文范文(精选6篇)(4)摘要：随着全球化进程的加快，英语作为国际通用语言，在各个领域都发挥着重要作用。

在我国，英语教育也受到了越来越多的重视。

本文精选了六篇优秀的英语教学论文，通过分析这些论文的研究方法、研究内容以及研究结论，为我国英语教学提供了一些有益的借鉴和启示。

一、论文1：基于任务型教学法的高中英语阅读教学研究1. 研究方法：采用文献综述、问卷调查、课堂观察等方法，对任务型教学法在高中的应用进行了实证研究。

2. 研究内容：分析了任务型教学法在高中的应用现状，探讨了任务型教学法对提高高中英语阅读教学效果的作用。

3. 研究结论：任务型教学法有助于激发学生的学习兴趣，提高阅读理解能力，培养学生的自主学习能力。

二、论文2：基于翻转课堂的大学英语听说教学研究1. 研究方法：采用实验研究法，对翻转课堂在大学英语听说教学中的应用效果进行了实证研究。

2. 研究内容：探讨了翻转课堂在大学英语听说教学中的应用模式，分析了翻转课堂对提高学生听说能力的作用。

3. 研究结论：翻转课堂有助于提高学生的听说能力，培养学生的自主学习能力，提高课堂教学效果。

三、论文3：基于情境教学的初中英语词汇教学研究1. 研究方法：采用实验研究法，对情境教学在初中英语词汇教学中的应用效果进行了实证研究。

2. 研究内容：探讨了情境教学在初中英语词汇教学中的应用模式，分析了情境教学对提高学生词汇掌握程度的作用。

3. 研究结论：情境教学有助于提高学生的词汇掌握程度，培养学生的语言运用能力，提高课堂教学效果。

四、论文4：基于项目式学习的大学英语写作教学研究1. 研究方法：采用实验研究法，对项目式学习在大学英语写作教学中的应用效果进行了实证研究。

2. 研究内容：探讨了项目式学习在大学英语写作教学中的应用模式，分析了项目式学习对提高学生写作能力的作用。

3. 研究结论：项目式学习有助于提高学生的写作能力，培养学生的创新思维和团队协作能力，提高课堂教学效果。

普通话论文：浅谈教师口语

普通话论文：浅谈教师口语第一篇：普通话论文：浅谈教师口语浅谈教师口语虽然我们从小学到大学已经接触了许许多多的老师，听过感受过甚至可以说被一些老师的教师口语所深深影响了，但是在真正接触《普通话与教师口语》这门课程之前，我们对于教师口语并没有什么明确的认知。

而这门课程的理论知识以及我们见习的实际经验则让我们真真正正地了解了教师口语以及它的运用。

首先教师口语是口语交际的一种类型，它的最大的特征就是职业性，与一般口语相比较，它所表现出来的特点更为鲜明，概括来讲具有可接受性、规范性、教育性、科学性、儿童性。

（对于小学教育专业而言）【《教师口语教程》（第2版）程培元主编高等教育出版社】这是由于它所面向的对象所决定的，教师口语（特指小学教师）它面向的是儿童这一特殊人群，他们的认知水平往往不高，规范意识和是非观念也还未完全形成，心灵幼小脆弱且善于模仿，因而小学教师的一言一行都可能产生巨大的蝴蝶效应，必须谨言慎行。

然而教师口语始终是语言，而语言只是教师内心的外化表现和手段而已，若是教师本身缺乏必要的道德修养以及科学文化修养，那么再过于强调口语也只是枉然，甚至反而会起到反效果。

因而我们教师专业的学生在进行口语方面训练的同时，更要注重科学文化修养及道德修养的提升。

当然，教师口语是一个较为概括笼统的概念，大致可以理解为教师应用于教育教学等工作的工作语言，因而它可以大致分为三大类：教学口语、教育口语和交际口语。

鉴于交际口语我们才刚学一点，以及见习并没多少涉及的经历，以下我就就其中的教学口语和教育口语谈一谈我的一些学习想法。

教学口语具体阐释为教师在把知识、技能传授给学生的过程中所使用的语言，它是教师传递知识信息的媒体，是一种专门行业的工作用语。

【郭启明、赵林森主编《教师语言艺术》（修订版）语文出版社】其实简而言之，就是教师在教学过程中用的语言，其大致有导语、讲授语、提问语、结束语和应变语几类。

1.导语，即在新课导入时运用的教学语言，种类纷繁，如故事式、激发式、悬念式、猜谜式等等。