On The Current Situation And Optimization Strategies Of Classroom Teaching Language Of Junior Middle School Chinese Teachers

As a tool of communication,language plays a very important role in daily life.In the process of teachers’ language teaching,it also plays an irreplaceable role as the most common tool.Whether it is to impart knowledge to students or to cultivate students’ skills,it is inseparable from language.This paper will take the language of Chinese classroom teaching in junior middle school as its main research object,sort out the history and current situation of teachers’ classroom teaching language research according to the theory of educational science and literature review,and deeply study how to realize the artistry of language in Chinese classroom teaching in junior middle school by using the methods of questionnaire and interview and combined with a variety of classroom teaching cases.This paper consists of five parts: the first part is the introduction,which mainly expounds the research background,the research status,research significance and research methods of teachers’ classroom teaching language at home and abroad;The second part is an overview of Chinese classroom teaching language in junior middle school,which mainly introduces the concept,characteristics and classification of Chinese classroom teaching language in junior middle school;The third part is the investigation and data analysis.Through interviews with junior middle school Chinese teachers,we investigate some junior middle school students in the form of questionnaire,collect and analyze data,find out the existing problems and explore the reasons.The main problems are that teachers’ use of Putonghua is not standardized,teachers’ Classroom introduction form is single,and teachers’ classroom narration is written,Teachers’ classroom questioning is qualitative and quantitative,teachers’ classroom transition type is single,and teachers’ classroom teaching evaluation is single;The fourth part analyzes the problems existing in the classroom teaching language of junior middle school Chinese teachers according to the current situation and the collected data,and puts forward some suggestions from the aspect of improving teachers’ language,such as strengthening oral training and enriching the teaching language;Renew the teaching concept and carefully design the classroom language;Sort out teaching ideas and create a harmonious classroom atmosphere;Pay attention to teaching feedback and carry out diversified classroom evaluation;Increase extracurricular reading and constantly improve professional quality.The fifth part draws a conclusion.This paper helps the school to find the problems existing in Teachers’ teaching,formulate plans according to the actual situation,improve teachers’ classroom teaching language,improve the teaching level of Chinese teachers,and promote the all-round improvement of students’ Chinese literacy.