Study On Chinese Teaching Language Of Middle School

Chinese teaching language, which is gradually formed through Chinese teaching staffs' conclusion, standardization, individualization in the long teaching practice, is a hyponym of the notion of the teaching language. Generally speaking, Chinese teaching language has a lot of varieties. It can be categorized into spoken and written language from stylistics; narrative language, explanatory language, conversational and commentary language from expressive function of language; and according to its different situations, classroom teaching language and face-to-face conversational language employed in after-school activities, such as meetings, discussions and visits. This essay, which takes classroom teaching language as an object, tries to have a further exploration about Chinese teaching language by comprehensively applying educational psychology, linguistics and other theories.This paper includes four parts.Firstly, it is a deliberate attempt to present the core roles of teaching language in teaching practice based on the theories of Steven.R, and V.N.A.Flauders and findings of Ni Baoyuan and many other educators. It also demonstrates the functions of the Chinese teaching language in teaching practice.Next, theoretically, this essay elaborates the main applied principles ?standardization principle, logic principle, aesthetic principle and pertinency principle.Thirdly, it employs practical materials that derives from the author's own experiences in the processes of Chinese teaching to analyze some techniques and applications of Chinese teaching language.Finally, with development and reform of the Chinese teaching, Chineseteachers should embody this reform spirit accordingly. Based on the experiences and theories above mentioned, this paper shows tentatively four directions to improve the language ability of the Chinese teachers: i enhancing their own ideology; ii continuously enlarging their own vocabulary; iii paying more attention to the characteristics of both words and students; iv designing teaching language before lectures.