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苏霍姆林斯基曾经指出:“教师的语言素养在极大程度上决定着学生在课堂上脑力劳动的效率。”教学语言的质量高低不仅关系着学生智慧的启迪和智能的培养,而且还会影响他们非智力因素的健康发展。因此,通过实践,摸索这门艺术的门径,便可登堂入室,达到言之确凿,证之有据,推之有理,谈之成章,使教学语言臻于完美,炉火纯青。就课堂教学用语而言,从其性质和特点来看,可大体分为如下十类。
Sukhomlinski once pointed out: “The teacher’s language literacy determines the efficiency of the student’s mental work in the classroom to a large extent.” The quality of the teaching language is not only related to the wisdom of the student and intelligent training, but also It will affect the healthy development of their non-intellectual factors. Therefore, through practice, groping for the doorway of this art, one can enter the room, achieve verbal conviction, evidence is well-founded, rationalize, and speak up, so that the language of instruction can be perfected and kept in perfect condition. As far as classroom teaching language is concerned, it can be roughly divided into the following ten categories in terms of its nature and characteristics.