A Study Of Interlanguage In The Classroom Teaching Of Elementary School Chinese Teachers

The thesis mainly studies the transitional language in primary school Chinese class room,so the research object is the transitional language in primary school Chinese class room.Paper is made divided into five parts,the first part is the introduction part,mainly including the following: l: literature review,research significance,research met hods,research ideas,research ideas,such as content,through the above content research,provide relevant theoretical basis and support for the paper,to ensure that the paper has research value and significance,to ensure the quality of the paper.The second part is a study on the concepts,principles and requirements of the trans itional language in the classroom teaching of primary school Chinese teachers.Firstly,this paper explores the basic connotation of the concepts of classroom teaching lan guage,Chinese classroom teaching transitional language and classroom transitional lang uage.Then,the principles and requirements of the use of transitional language in primar y school Chinese classroom are discussed in detail,which provides sufficient and power ful theoretical preparation and ideological support for the thesis,and improves the scient ificity,feasibility,pertinence and research level of the thesis.With the help of the related theories of primary school Chinese transitional language,this paper finds the impetus to promote the development of the science of transitional language in primary school Chin ese classroom teaching,thus ensuring the effectiveness and success of this study.The third part mainly expounds the current situation investigation and attribution a nalysis of primary school Chinese teachers' teaching transitional language.Aiming at the problems existing in the classroom teaching of primary school Chinese teachers,this paper adopts the methods of primary school Chinese interview,classroom questionnaire,and real-time classroom observation of primary school Chinese teachers.First of all,from the same in different teaching age,gender,grade and class of the language teacher interviews,the author language related situation of the elementary school language classroom the transition set up eight pointed problems effectively,and the above teacher interviews,to obtain first-hand information,access to primary school Chinese te achers in the classroom related problems of transition when language is used;Secondly,the primary school students in different grades and different classes were given relevant classroom questionnaires.By answering the questionnaires,the attitude of prim ary school students towards the use of transitional language in classroom teaching by Chinese teachers was understood from the side,and the problems in the use and express ion of transitional language were found.Finally,the real-time classroom observation me thod is adopted to conduct classroom records and classroom observations on the firstline Chinese teachers in the interview method,summarize the recorded and observed materials and data,and make attribution analysis on the problems related to the use and design of transitional language in the classroom teaching of primary school Chinese teachers.The fourth part mainly elaborates questionnaire,through the pupil of a gleam of primary school Chinese teacher interviews and interviews with the Chinese teacher's classroom to classroom observation research train of thought,in the elementary school language teacher in language use and design of classroom teaching transition problems made some meaningful exploration and research,inductive analysis and related data,and according to the above data and information summarizes and induces the reasons,put forward to improve and optimize the effective strategies of primary school Chinese language teachers' classroom instruction transition.Through the efforts of teachers to change their ideas and reasonably design targeted transitional language in classroom teaching,teachers can realize the standardization of their own expression of transitional language in classroom teaching.Classroom language transition from the text characteristic and the students need two aspects,find the transitional words and conform to the actual need to improve,especially in classroom teaching practice in the process of exploring teaching l anguage science application in each teaching link and the positive role,in order to improve the practicality and feasibility of research.The fifth part is the conclusion.First,the main contents of this study are summariz ed,what problems are solved and what optimization strategies are proposed.Then,the main problems and central ideas conveyed by the research are clarified,which proves th at the research is indeed feasible.Finally,the author reflects on himself,clarifies the deficiencies of the research and the reasons for these deficiencies,and explains what preparation and efforts the author still needs to make in the future,and puts forward some r esearch problems that need to be solved urgently.