The Study Of Rural Middle School Chemistry Teaching Linguistic Features And Optimization Strategies

As we all known,China is a populous country.Large population and great proportion in rural areas is one of the fundamental national conditions.The development of rural middle school education bears the national hope.Chemical education as an important part of school education, has an important educational function to the growth and development of students. In the process of teaching, the most commonly used and the most direct information carrier for teachers is language. Only through language interaction with the students, teachers can realize the purpose of control and regulate the cognitive activity of the students. Through three years’ work and observation, the author found there exists many problems in the rural middle school chemistry teaching language.In addition to this objective factor of the deficient of hardware facilities directly affect teaching effect, teachers themselves also has many shortcomings in subjective and consciousness way. Throughout the research on teaching language by experts and scholars in recent years, the majority of them are discipline general monographs. The research can be directly applied to chemistry teaching language theory is relatively less, and for the study of the middle school chemistry teaching language in rural areas is few, so the countryside middle school chemistry teachers lack of theory guidance for the rural practical teaching language. The aim of this study is to provide reference for the improvement and increase of teaching language level of chemistry teachers in rural middle schools.This thesis is divided into five parts. The first part is the introduction, through the consult of literature and thinking of our own experience to determine the origin, significance and design of research. The second part is the basic theory research, through consult of journals and monographs, the concept of the language, the teaching language and chemistry teaching language were defined. Besides, this paper expounds the related theories and the inspiration provided by this theories. The third part is the analysis of rural secondary school chemistry teaching language features and usage. Through the observation, analysis and research for the middle school chemistry lesson’s teaching language from different rural areas, summed up the characteristics of rural middle school chemistry teaching language and finds out the existing problems. The fourth part is the countryside middle school chemistry teaching language optimization strategy, through consulting literature and summarize the experience, put forward optimization strategy for the subject of chemistry and rural reality. The fifth part is the conclusions and prospect, summarizing the obtained research conclusion on rural middle school chemistry teaching language, and rethink the research of this thesis.The study reached the following conclusions:First, chemistry teaching language is composed of chemical language and general teaching language. Chemistry language is the core content of chemistry teaching language, serves as the main carrier of teaching content of chemistry; and the general teaching language in the service of chemistry language, mainly for the organization of teaching activities.Second, as the restrict of objective conditions and subjective factors, the using situation of middle school chemistry teaching language in rural areas is not entirely satisfactory. Its characteristics are: single language form and the lack of rhythm, scientific, instructive, interesting, educational and pertinence.Third, the rural middle school chemistry teachers can optimize the teaching language from four aspects: improve the language accomplishment, pay attention to the diversity of language form, make the language in line with the characteristics of chemistry discipline characteristic and the rural middle school students, and active development and utilization of local resources.