The Research On Classroom Language Form And Application Of Teachers In High School Novel Teaching

Based on the Chinese subject accomplishment,this paper classifies and combs the language forms that teachers should have in the practice of high school novel teaching.Through the analysis of the relationship between different types of language and the realization of teaching objectives and the cultivation of subject quality,this paper analyzes and judges the necessity of using different forms of classroom teaching language,and tries to refine the language organization strategies of teachers in senior high school novel teaching.This paper takes the classroom language form of high school novel teachers as the starting point,and carries out the research in the form of three chapters:The first chapter: an overview of the classroom language of teachers in high school novel teaching,mainly through the comparison of the teacher language in literature text teaching and non literature text teaching,the comparison of the teacher language in novel teaching and non novel teaching,the comparison of the teacher language in high school novel teaching and junior high school novel teaching,to clarify and highlight the characteristics of the teacher language in high school novel teaching.The second chapter: from the perspective of the function of teachers' classroom language,the teacher's classroom language in senior high school novel teaching is divided into four types:knowledge imparting language,teaching organization language,situation creating language and aesthetic experience language,and the four types of teacher's classroom language should have an overview.Chapter three: in view of the problems existing in Teachers' language use in senior high school novel teaching,summarizes and refines the organization strategies of four types of language application in senior high school novel Classroom: knowledge imparting language,teaching organization language,situation creating language and aesthetic experience language.