The Characteristic Analysis Of High School Physics Teacher's Teaching Spoken Language

With the development of technology there are lots of ways to improve efficiency and quality of teaching, however the teaching spoken language which is the most widely used and basic teaching tools, so optimizing the level of teaching spoken language to improve the effectiveness of teaching will be the most fundamental and effective means.In order to make the physics teachers have a clear understanding of the characteristics and the role of the teaching spoken language, can cultivate their teaching spoken language consciously, the writer analyze the teaching spoken language in high school, hope to enrich the theory of physical education and optimize the level of the teaching spoken language.In the course of the study, the writer mainly uses the literature method and the observation method. Through read the literature I know the current status and research results on this topic at home and abroad at present. Drawing on the existing research results, under the guidance of relative theories I produced the analyze framework of the characteristics of high school physics teachers'teaching spoken language. Under the guidance of the analyze framework, I observed, recorded, made statistics and classified the characteristics of physics teachers'teaching spoken language of the Seventh National High School Young Physics Teachers Teaching Contest. Through in-depth analysis of the observation I find that on the type of the teaching spoken language, the physics teacher use the narration language and the question language most frequently, followed by them are the indication language and the instruction language, while the description language, the argumentation language and the evaluation language are used relatively less. On the speed of the teaching spoken language, the average speed of physics teacher is 230 verbal 270 words per minute, it is about 4 words per second, and there is not much differences between male teachers and female teachers, but generally speaking most of the female teachers'speed rate slightly faster than the male teachers'speech rate. On the use of instruction language, physics teachers mainly use the indication language to guide the students analyze, discussion, design the experimental and do the experiment with self-exploration, guide the students to observe the experiment, do the demonstration experiment with the teacher and arrange the learning tasks for students. On the use of question language, the physics teacher mainly uses the question language to achieve the transition of teaching and ask the students in order to inspire students to think. On the use of description language, the physics teacher mainly uses the description language to descript the principle, conditions, methods, date processing and other aspects of the experiment in order to deepen students'understanding. Different types of teaching spoken language have different characteristics. Through analyze the characteristics of the physics teacher's teaching spoken language, the writer find there are several problems that in the use of teaching spoken language, such as: The teaching spoken language lack of vitality and interesting; The speed of teaching spoken language is a little faster than normal; Lack of evaluation of the students. To solve the above problems, the writer provides the following reference proposals: Concerned about the vitality and interesting of the teaching spoken language; Monitored the speed of teaching spoken language regularly; Concerned use the evaluation flexibly.