Research On The Language Of Classroom Teaching Of Chinese Teachers In The Middle Schools

Imparting knowledge and educate people is teacher's responsibility,and language is the way to make it come true.Teachers to teach oneself in the ways of language,if a teacher learned,but notgood at expression,it can only be called“pot boiled dumplings”,the middle school language teachers should not only have an encyclopedic mind,a high degree of language mastery.Therefore,the teacher's classroom teaching language plays a decisive role in the success or failure of the teaching.Teaching language has both the function of teaching and demonstration,the Chinese teacher's classroom teaching language not only affects the teaching effect of Chinese curriculum,but has the demonstration function to the formation of the students' social interaction language.This study is based on speech act theory and cooperative theory in linguistics,the normative basis of communicative action,the theory of communicative competence,communicative rationality and discourse ethics in social communication theory,and communicative teaching theory in teaching theory,taking teacher's classroom teaching language in middle schools as research objects,it refers to comb the history and present situation of teacher's classroom teaching language research through the literature,using classroom observation,on-site interviews and questionnaire surveys and other forms to learn about the problems of Chinese teacher's classroom teaching in middle schools,and then puts forward countermeasures and suggestions.The paper is divided into four parts: in the first part,the research background is introduced,as well as the research meaning and the frame of research thought.It starts from the comparison between the discussion of the importance of the teacher's classroom teaching language and the problems of the teacher's classroom teaching language in teaching reality,which proposes that the research of the teacher's classroom teaching language,especially Chinese teacher's classroom teaching language,plays an importance role in improving teachers' educational theory,enriching the teaching theory and consummating the quality of Chinese classroom teaching.In the second part,taking the historical development as the main line,it investigates the situation of classroom teaching language research in domestic and abroad.Although there is a long history in the research of teacher's teaching language,it has been identified as specialized areas of study in 1970 s,the research on teacher's teaching language in China is disorganized and lacks systematization and most of them are simple summary of experience,so it can not effectively guide the teacher education and pedagogical practice.In the third part,presenting the problems of Chinese teacher's classroom teaching language in middle schools through the survey data,the main problems are that the teachers are lack of awareness of the importance of classroom teaching language and lack of awareness of lesson preparation and teaching language preparation;The speed of speech and the amount of speech do not meet the teaching requirements and there are tendencies of language hegemony and language violence in class.In the fourth part,it puts forward the countermeasures and suggestions from three aspects.One is support policy,it puts forward that the pre-service and in-service teacher education should attach great importance to the training of teacher's classroom teaching language,and characteristic curriculum and practice should be set up to enhance the teacher's language teaching ability;The second is preparation strategy,that is to say when the teachers prepare lessons they should have awareness to prepare teaching language,they should plan teaching language,such as well-designed leading-in language,evaluation language,transition language and summary language;The third is implementation strategy which requires the teacher's attention to the cadence of language in the teaching process,keep a reasonable speed and amount of discourse;Organically combine the body language and oral language;Use the strategies of skillful metaphor,parallelism,by contrast and rhetorical questions for the purpose of improving the quality of teaching language.