Research On Classroom Teaching Language Problems Of Novice Chinese Teachers In Middle Schools

Optimizing the classroom teaching language of novice Chinese teachers in middle schools is the goal of teachers’ professional development,the intrinsic requirement of the new curriculum reform,and the urgent need for teachers to construct efficient classroom and promote students’ development.However,in the specific language classroom,some language teachers,especially novice teachers,are not optimistic about the use of classroom teaching language,showing some prominent problems,such as slightly miscellaneous introductory language,rigid teaching language,blindness of questioning language,single content vulgarity of evaluation language form and extreme neglect of concluding remarks.In addition,from the point of view of the existing research,many studies on the language of classroom teaching of Chinese teachers are more empirical,less targeted,and less put forward different levels of requirements for different types of language teaching of Chinese teachers.Therefore,it is urgent to examine and optimize the classroom teaching language of novice Chinese teachers in middle schools.The purpose of this study is to provide reference for optimizing the classroom teaching language of novice Chinese teachers in middle schools and promoting their professional development by means of literature,classroom observation and case analysis.This paper mainly consists of three parts: introduction,main body and concluding remarksThe introduction part introduces the origin of the research,research methods and research status,and briefly expounds the research ideas of this paper.The main body is divided into four parts:The first part summarizes the basic connotation of classroom teaching language for middle school Chinese teachers.By distinguishing the relevant concepts,this paper clarifies the definition and types of Chinese teacher’s classroom teaching language,and points out the positive role of Chinese teacher’s classroom teaching language in delivering teaching content and providing language examples,as well as the remarkable characteristics of Chinese teacher’s classroom teaching language compared with other subject teachers’ classroom teaching language,that is,it is more standardized and instrumental,ideological and ideological.Humanity,unique image and situational.The second part,entering the middle school language classroom,combined with the current situation of the use of teaching language in the middle school language novice teachers’ classroom,presents the common problems existing in the middle school language novice teachers’ classroom teaching language: slightly miscellaneous introduction language,rigid teaching language,blind questioning language,single content of the form of evaluation language,vulgarity and extreme neglect of concluding language,etc.It also analyses the causes of the problems from the subjective aspects such as the lack of teachers’ language skills and emotional mobilization.The third part,based on the whole,puts forward the psychological strategy of optimizing the classroom teaching language of middle school Chinese teachers,namely,improving the language use ability of Chinese teachers,enhancing the language emotional mobilization ability of Chinese teachers,and strengthening the reflective consciousness of Chinese teachers’ classroom teaching terminology.Secondly,it puts forward practical measures to optimize the classroom teaching language of Chinese teachers in middle schools.Taking the language used in the teaching links as the category,it puts forward targeted and hierarchical optimization strategies,that is,to ensure concise and powerful introductions,to ensure authenticity and scientificity,to pursue the teaching language of emotional people,to ensure clear and specific,to pursue deep inspiration questions,and to ensure that and Feedback from time to time,pursuit of rich and diverse comments,ensure a concise summary,the pursuit of a rhyming conclusion.At the same time,combined with the case of middle school Chinese teachers’ classroom teaching language,it presents a relatively ideal state of using Chinese teachers’ classroom teaching language,providing more intuitive guidance and reference for teachers to optimize their own classroom teaching language and promote professional growth.The fourth part,taking the author’s own teaching practice as an example,tries to analyze the operability and validity of the measures to optimize the classroom teaching language of middle school Chinese teachers for promoting the teaching language of middle school Chinese teachers.In the conclusion,it summarizes the importance of optimizing the classroom teaching language of middle school Chinese teachers,reflects on the shortcomings of this study,and expects the research of this topic to be further improved and developed.