A Study On The Classroom Teaching Language Of Middle School History Teachers

Ordinary high school history curriculum standard (experiment) calls for the middle school history teachers the basic request and specific criteria. As an important teaching of the humanities, history teaching, can help students understand the human history development, the formation of scientific world outlook on life and set up the lofty ideal life. History teachers’ classroom teaching language skill is indispensable. Classroom teaching language of history teacher is a basic means of teaching activities,and teaching language level affects the student to the historical knowledge absorption and historical thinking, such discipline characteristics require history teachers have high level of language ability. Therefore, the research on middle school history teachers’ classroom teaching language characteristics and its related problems encountered in the actual teaching and optimization strategy, becomes the main content of this article. In order to achieve a deeper knowledge and understanding of, history teachers have to effectively enhance the level of their classroom teaching language and thus improve the quality of teaching in the subject. History teachers’ language use, first of all, for teachers,can help teachers attract students’ attention, promote good communication between teachers and students, and better grasp the classroom. On the other way improve teachers’ basic quality, for their personal growth and development in the future. Secondly, for students, also can help shape students’ language ability and improve the activity of thinking activity of agile calm and temperament. So the history teachers’ classroom teaching language for both teaching, teachers and students is of great significance not only, but also for the social education reform, the requirement of social progress and talent development.This paper discusses the middle school history teachers classroom teaching language. First chapter is the introduction part to the selected topic reason, the selected topic significance, at home and abroad and the research status of this, the paper research purpose and methods and the language, teachers, teaching language, history, language concept is defined. The second chapter, through middle school history teaching language to reveal the essential characteristics of based on the requirement of middle school history subject in history teaching language:on the style to make the style combined with a colloquialism; To achieve language in semantic meaning and history knowledge inherent in the semantic content itself, history teaching language based on language righteousness to express history discipline characteristic and make history teaching language righteousness infection in rich historical flavour of language atmosphere; In form to accord with the history of speech language specification, coherent, conform to the historical logic of thinking; On art, want to use a variety of means to make the language vivid and visual, cognitive and affective teaching history unifies, the social values of citizen education of personality; On the object, the language to students age, region, gender, knowledge level, and corresponds to a particular language environment of teaching history. The third chapter analyzes the common problems in school history teachers’ classroom teaching language, the reason and the countermeasure of available:a common disease, caused by subject expertise to use language history teaching language pronunciation is not accurate, vague concept of insoluble and poor language dull, because the theme and the lack of history theory of shallow and single history teaching language, and not in the emotion of history teaching language with no soul. Research, this paper aimed to a line of history teachers to improve history classroom teaching language level and to provide the guidance of the theory and practice, and for the onto the road of teacher professional theory basis, to guide the future of education teaching practice.