發(fā)布時(shí)間：2018-04-01 10:25

  本文選題：小學(xué)　切入點(diǎn)：教師　出處：《湖南大學(xué)》2015年碩士論文

【摘要】：新課改時(shí)期小學(xué)教師面臨的急需解決的問題就是發(fā)掘小學(xué)生自身的優(yōu)秀潛能,有效地提高學(xué)習(xí)質(zhì)量。教師語言激勵(lì)對(duì)調(diào)動(dòng)、提升小學(xué)生情感與情緒,促進(jìn)小學(xué)生的全面發(fā)展有著極其重要的推動(dòng)力、正能量。在過去的傳統(tǒng)小學(xué)教育過程中,往往注重“以教師為本”、“以教材為本”,缺乏對(duì)小學(xué)生內(nèi)在因素的鼓勵(lì),也壓制了小學(xué)生的主動(dòng)性和創(chuàng)造性,把在教學(xué)過程中本應(yīng)是“參與者”與“主體”變成了與之相反的角色,不利于適應(yīng)社會(huì)需求的人才成長(zhǎng)。從上世紀(jì)90年代起,語言激勵(lì)由一種教育方法和手段變成為一種有相對(duì)應(yīng)的激勵(lì)教育理論和教育實(shí)踐的新的教育思想。本文以小學(xué)教師語言激勵(lì)研究為突破口展開研究。在小學(xué)教師語言激勵(lì)研究的理論基礎(chǔ)上,結(jié)合小學(xué)生身心發(fā)展的矛盾點(diǎn)來討論小學(xué)教師語言激勵(lì)的必要性、可能性。研究通過實(shí)地調(diào)查研究,運(yùn)用調(diào)查問卷和訪談方法,圍繞以下幾個(gè)維度研究小學(xué)教師語言激勵(lì)的現(xiàn)實(shí)狀況：“教師對(duì)語言激勵(lì)重視程度”、“教師語言激勵(lì)的實(shí)施情況”、“語言激勵(lì)對(duì)象”、“語言激勵(lì)的頻率”、“語言激勵(lì)多樣性程度”、“語言激勵(lì)情感性”、“語言激勵(lì)途徑選擇”,“語言激勵(lì)時(shí)機(jī)把握”。進(jìn)而,研究揭示出小學(xué)教師語言激勵(lì)所存在的主要問題是無效性、矛盾性。研究就小學(xué)教師語言激勵(lì)問題存在的原因進(jìn)行分析,發(fā)現(xiàn)主要有：第一,小學(xué)教師的教學(xué)觀念落后、經(jīng)驗(yàn)缺乏、素質(zhì)能力不足；第二,小學(xué)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(lì)效果、語言獨(dú)裁環(huán)境影響語言激勵(lì)溝通、關(guān)愛的膚淺化導(dǎo)致啟發(fā)激勵(lì)的不當(dāng)、以及啟發(fā)激勵(lì)的“時(shí)”和“度”的不當(dāng)。研究認(rèn)為,提高小學(xué)教師語言激勵(lì)效果的策略有：全面把握“教師語言激勵(lì)”自身規(guī)律,這是進(jìn)行激勵(lì)的前提；全面提高“教師素養(yǎng)”,發(fā)揮語言激勵(lì)的榜樣作用；促進(jìn)“學(xué)生全面發(fā)展”是提高語言激勵(lì)的根本途徑；完善“環(huán)境建設(shè)”是語言激勵(lì)成功的情感保障；教學(xué)中注重語言激勵(lì)方式方法的適當(dāng)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(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G625.1

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