A Study On The Teaching Language Of Middle School Chinese Teachers

A teacher with "tongue farming industry", the teaching language is the main tool in the teaching. No matter how the progress of science and technology, and how modern teaching means, teaching has always been inseparable from the teaching language. As long as there are teachers, there is the existence of the language teaching. The teacher imparting knowledge can be understood by the students, the key is whether he can put the accumulation of human cultural and scientific knowledge into the students’ acceptance of information through language.Compared with other subjects, Chinese teaching has more artistry, the teaching of language is more vivid and more can bring people the enjoyment of beauty. Chinese teachers as disseminators of language, the teaching language has a direct effect on our language teaching effect, the relationship between the success and failure of language teaching. However, in the language of the current classroom teaching, some teachers tend to focus only on imparting knowledge, take no careful of organization and optimization design of the teaching language, resulting in violation of the law of Chinese teaching, influence Chinese language teaching effect.This paper analyzes the connotation of middle school Chinese teachers’ teaching language and extension. The uniqueness of the Chinese subject makes the Chinese teaching in middle school language besides having the general teachers’ teaching language and the general secondary school teachers teaching language in general, with the characteristics of comprehensive, aesthetic, and the image of the rhythm. To improve the teaching of language training of Chinese teachers in middle schools, from a macro perspective, can promote the motherland language purity, health, promote social communicative language level; from the micro perspective, to improve the quality of teachers, to establish the image of teachers, to improve the students’ language ability, thinking ability, aesthetic ability, is of positive significance for the language model, create a classroom atmosphere.In order to understand the teaching language of Chinese teachers in middle schools better, the author carried out a questionnaire survey of some middle schools in Anhui District of Chao hu province. The survey results show that there exist the following problems in the current language teaching training middle school teachers of Chinese language:words, sentence monotone poor; lack of musical beauty and the beauty of rhythm; the lack of humor and imagination:a coarse language, lack of education; the lack of effectiveness of the dialogue and questioning; ignore the students personality development:ignore the cultivation of body language neglect written language accomplishment.Based on the current middle school language teacher in oral language, written language and body language problems, this paper puts forward the Suggestions. To standardize teaching language should accurate, authentic; Language is concise, personality prominent; lively and interesting. Emotional, reasonable blend. Asking language should avoid randomness; Enlightening, avoid injection; Specific clear, avoid questions from abstract; Keep thinking time, avoid questions in a hurry. The language to correct should right and effective. Blackboard writing languages to refine the overview, the system complete; Grasp, clear; Layout is reasonable, beautiful and easy; writing correct, number specification. Correcting language should be accurate; Incentive; induced; targeted. Surface language kind nature; Use appropriate. Eye language to avoid negative eye language; Reasonable distribution of eye; Work closely with the teaching language. Sign language meaning; Simplicity, have aesthetic feeling.The author believes that, with the more and more attention of Chinese education workers to middle school language teacher teaching language, the theory of Chinese teaching language will become increasingly perfect and middle school teaching language training will be higher.