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自古以来,教师的职责被定义为传道授业解惑,教师通过在课堂上的一系列教学行为为学生们传达知识,同时帮助提升学生的文化素养。其中最重要的教学行为当属教学语言,即教师在课堂上为学生们传授知识时所使用的语言,教师教学语言的优劣直接影响教学效果[1]。对于中学语文课堂教学而言,语言是教学行为的一个重要步骤,是语文教师教学活动的的关键媒介,也是提高学生沟通表达能力的主要途径。本文通过对中学语文教学语言功能与特点、教学语言现状及存在问题以及优化中学语文教师语言的措施等方面研究,其中着重分析了中学语文教学语言的特点,为新课改的时代背景下中学语文教师的课堂教学语言提供了一定的参考。
Since ancient times, teachers ’duties have been defined as missionary solutions. Teachers through a series of teaching activities in the classroom to convey knowledge to students, while helping to enhance students’ cultural literacy. One of the most important teaching acts is the teaching language, that is, the language teachers use to impart knowledge to the students in the classroom. The quality of the teaching language of the teachers directly affects the teaching effect [1]. For middle school Chinese classroom teaching, language is an important step of teaching behavior, the key medium of teaching activities of Chinese teachers, and also the main way to improve students’ communication skills. This paper studies the function and characteristics of language teaching in middle school, the status quo and existing problems of teaching language, and the measures to optimize the language teacher’s language in middle school. It focuses on analyzing the characteristics of Chinese teaching language in middle school, Teachers’ classroom teaching language provides some reference.