| With the development of education, teachers’ professional level enhances unceasingly, also deeply research for teacher education teaching methods. As a teacher daily teaching one of the important aspects of ecological, classroom teaching language has received the attention, and how to effectively use language classroom teaching, how to make effective classroom teaching language is worth studying and discussing the topic.In this paper, the teacher of Chinese language classroom teaching case study approach, select a typical representative of Chinese teachers as the research object. On L teacher’s research object includes articles written by the students, the space log, postcards and other feedback on L teacher’s teaching language and the author of L teachers’ classroom teaching of teachers’ classroom teaching language L was summarized and the summary, classification, L teachers of Chinese language classroom teaching is mainly divided into emotional, philosophy, three different characteristics such as popularization, and on the basis of the content of classroom teaching language classification to subdivided into language teaching, ask questions, to words, evaluation four aspects. From L teachers’ classroom teaching language in analysis of three different characteristics to detailed, comprehensive and in-depth study of four different aspects of language classroom teaching content, find out each one features under various differences of teaching language content, to analyze the cause of L teachers choose the features and significance of memory for the language classroom effective teaching and studying of the impact of, and in order to find out the L teachers’ classroom teaching language style. In emotional teaching language, L teachers through love, hate, joy, anger, sorrow, joy and language to students moral sense and sense of worth, psychological reaction and attitude towards students produce certain experience, emotional edification; In philosophy of teaching language, L teacher inspired by broaden students’ horizons, enrich students’ life, enlighten students more correct understanding of life; In the popularization of the language of instruction, teachers L let boring knowledge through life language easy to understand, change numerous for brief, improve the students’ learning efficiency. At the same time, the material collected according to the research process, in this paper, the influencing factors of teachers’ classroom teaching language L analysis it is concluded that L teachers’ teaching language is the development of teaching, research, reflective teachers view and take the student as the main body of students view, at the same time, discussed in other factors may affect the teacher’s classroom teaching language L other objective reasons. Paper finally the effectiveness of teachers’ classroom teaching language thinking, think first of all should improve teachers’ classroom teaching language to change the teaching ideas, constantly reflect on teaching language, the second is to emphasis on teachers’ teaching language relationship with the student main body status, finally, puts forward some strategies on temper temper classroom teaching language, it is accumulated rich teaching language knowledge, improve their language literacy, it is to create a personalized teaching language features. |
