Research On Classroom Teaching Language Analysis And Optimization Strategy Of Junior High School Chinese Teachers

Language is an art,and when you master this art,language will be more powerful.In this paper,we analyze and try to propose optimization strategies for middle school language teachers’ classroom teaching language,taking the narrow sense of teaching language-audible language as the research object.The language of middle school language teachers’ classroom teaching is related to the physical and mental growth of every student,and should attract the attention of the majority of front-line middle school language teachers.A good language teacher needs to master the skill of mastering his or her classroom language and make his or her classroom language attractive.This thesis is divided into six chapters: Chapter 1,the introductory part,first explains the background of the selected topic,the significance of the selected topic,then organizes and analyzes the current situation of domestic and foreign research on the selected topic,then explains the theoretical basis of this paper,and finally explains the research ideas and research methods of this paper;Chapter 2 defines the concepts related to the classroom teaching language of junior high school language teachers,including language,teaching language,classroom teaching language,language teachers The second chapter defines the concepts of classroom language of junior high school language teachers,including language,teaching language,classroom teaching language,and language teachers’ classroom teaching language,and then summarizes the characteristics of junior high school language classroom teaching language,including the four aspects of normality,vividness,emotionality,and literature;the third chapter investigates the current situation of junior high school language teachers’ classroom teaching language.Chapter 4 summarizes the problems and causes on the basis of further analysis of the current situation of middle school language teachers’ classroom teaching language in the previous chapter.The problems are from four perspectives,namely,some junior high school language teachers’ classroom teaching language is not standardized,lacks vividness,lacks emotion,and lacks literature,and the causes are some junior high school language teachers’ contempt for teaching language,lack of expression skills,neglect of emotional communication,and lack of literary reserves;Chapter 5 explores strategies for the optimization of junior high school language teachers’ classroom teaching language,which are to strengthen junior high school language teachers’ classroom teaching language Chapter 5 explores strategies for optimizing the classroom language of junior high school language teachers,which include strengthening the standardization of classroom language,improving the vividness of classroom language of junior high school language teachers,enhancing the emotionality of classroom language of junior high school language teachers,and strengthening the literature of classroom language of junior high school language teachers.The sixth chapter is an exploration of middle school language teachers’ classroom teaching language practice-an example of teaching "Suzhou Garden",including the text of "Suzhou Garden",teaching design,teaching record and teaching reflection.In conclusion,the language of middle school language teachers’ classroom teaching is a complex practical issue,and its complexity leads to the fact that classroom teaching language is rarely perfect;teaching language.This paper takes the classroom language of middle school language teachers as the object of study,aiming to standardize the classroom language of middle school language teachers and promote the achievement of middle school language classroom teaching goals,teaching effectiveness,and teaching quality.