發(fā)布時間：2018-04-01 10:25

  本文選題：小學　切入點：教師　出處：《湖南大學》2015年碩士論文

【摘要】：新課改時期小學教師面臨的急需解決的問題就是發(fā)掘小學生自身的優(yōu)秀潛能,有效地提高學習質量。教師語言激勵對調動、提升小學生情感與情緒,促進小學生的全面發(fā)展有著極其重要的推動力、正能量。在過去的傳統(tǒng)小學教育過程中,往往注重“以教師為本”、“以教材為本”,缺乏對小學生內在因素的鼓勵,也壓制了小學生的主動性和創(chuàng)造性,把在教學過程中本應是“參與者”與“主體”變成了與之相反的角色,不利于適應社會需求的人才成長。從上世紀90年代起,語言激勵由一種教育方法和手段變成為一種有相對應的激勵教育理論和教育實踐的新的教育思想。本文以小學教師語言激勵研究為突破口展開研究。在小學教師語言激勵研究的理論基礎上,結合小學生身心發(fā)展的矛盾點來討論小學教師語言激勵的必要性、可能性。研究通過實地調查研究,運用調查問卷和訪談方法,圍繞以下幾個維度研究小學教師語言激勵的現(xiàn)實狀況：“教師對語言激勵重視程度”、“教師語言激勵的實施情況”、“語言激勵對象”、“語言激勵的頻率”、“語言激勵多樣性程度”、“語言激勵情感性”、“語言激勵途徑選擇”,“語言激勵時機把握”。進而,研究揭示出小學教師語言激勵所存在的主要問題是無效性、矛盾性。研究就小學教師語言激勵問題存在的原因進行分析,發(fā)現(xiàn)主要有：第一,小學教師的教學觀念落后、經驗缺乏、素質能力不足；第二,小學生自身的自信心和理想信念方面的原因；第三,環(huán)境歸因于語言暴力環(huán)境破壞語言激勵效果、語言獨裁環(huán)境影響語言激勵溝通、關愛的膚淺化導致啟發(fā)激勵的不當、以及啟發(fā)激勵的“時”和“度”的不當。研究認為,提高小學教師語言激勵效果的策略有：全面把握“教師語言激勵”自身規(guī)律,這是進行激勵的前提；全面提高“教師素養(yǎng)”,發(fā)揮語言激勵的榜樣作用；促進“學生全面發(fā)展”是提高語言激勵的根本途徑；完善“環(huán)境建設”是語言激勵成功的情感保障；教學中注重語言激勵方式方法的適當與有效。
[Abstract]:In the period of the new curriculum reform, primary school teachers are faced with the urgent problem of unearthing the pupils' outstanding potential, effectively improving their learning quality, and promoting the emotion and emotion of the pupils by the teachers' language encouragement. Promoting the all-round development of primary school students has an extremely important driving force and positive energy. In the past, in the traditional primary education process, the emphasis has always been on "teacher-oriented" and "textbook oriented", lacking of encouragement to pupils' intrinsic factors. It also suppresses the initiative and creativity of primary school students and turns the "participant" and "subject" into the opposite role in the teaching process, which is not conducive to the growth of talented people who meet the needs of society. Language motivation has changed from an educational method and a means to a new educational thought with corresponding educational theory and practice. This paper takes the study of language motivation of primary school teachers as a breakthrough. On the basis of the theory of linguistic motivation, The necessity and possibility of primary school teachers' language motivation are discussed by combining with the contradiction of primary school students' physical and mental development. This paper studies the actual situation of language motivation of primary school teachers around the following dimensions: "the teachers attach importance to language motivation", "the implementation of teachers' language motivation", "the object of language motivation", "the frequency of language motivation", "the diversity of language incentives" "degree", "language motivation emotion", "language incentive path choice", "language motivation opportunity grasp". The study reveals that the main problems of primary school teachers' language motivation are ineffectiveness and contradiction. The study analyzes the causes of primary school teachers' language motivation problems and finds that: first, primary school teachers' teaching concept is backward. Lack of experience, lack of quality and ability; second, primary school students' own self-confidence and ideals and beliefs; third, the environment is attributed to language violence environment damage the language incentive effect, language dictatorial environment affects language motivation and communication, The superficial nature of caring leads to improper inspiration, as well as inappropriate "time" and "degree" of inspiration. The study shows that the strategies to improve the effect of language motivation of primary school teachers are to comprehensively grasp the law of "teacher's language motivation". This is the premise of motivation, the improvement of teachers' accomplishment and the role of example of language motivation, the promotion of "students' all-round development" is the fundamental way to improve language motivation, and the improvement of "environment construction" is the emotional guarantee for the success of language motivation. Emphasis should be placed on the appropriateness and effectiveness of the methods of language motivation in teaching.
【學位授予單位】：湖南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G625.1

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本文編號：1695180