The Accuracy Survey And Analysis Of High School Chinese Teachers' Teaching Language

The teaching language of Chinese teachers has a subtle influence on students' ability to construct language,so the teaching language of Chinese teachers must be accurate.We use observation,questionnaire,interview,as well as the experimental method to observe the accuracy of high school Chinese teachers' classroom teaching language,explores the reasons for insufficient teaching language accuracy from multiple angles,and proposes targeted solutions to improve the teaching language level of high school Chinese teachers,and to better cultivate the core qualities of students' language construction and use.Chapter 1 introduces related concepts and clarifies the meaning and methods of topic selection.By combing the existing research results on language of instruction,it is concluded that there are three shortcomings in related research:one is the lack of operability evaluation standards,the second is the lack of empirical research,and the third is the lack of pertinence in the study of the junior and senior semesters.This article conducts further research on this basis to make up for the shortcomings of existing results.Chapter 2 adopts the classroom observation method to observe the accuracy of classroom teaching language of teachers at different ability stages.Combining the relevant knowledge of modern Chinese,the rules for analyzing the accuracy of the teaching language of high school Chinese teachers have been formulated.Based on this,the classroom records of high school Chinese teachers at three levels of ability are analyzed.Observation found that among the three aspects of inaccurate teaching language,syntax inaccuracy is the most common,followed by semantic inaccuracy and inaccurate wording.From the perspective of teachers in the three ability stages,generally speaking,as the teachers' ability stages improve,the teacher's teaching language will generally improve.But from a specific point of view,in terms of accurate wording,accurate syntactical collocation,and logical semantics,teachers with higher ability levels do better than teachers with lower ability levels.Other aspects,such as improper word order and incomplete composition,have not shown strong relevance.Chapter 3 uses questionnaire survey and interview methods to explore the reasons for the insufficient accuracy of classroom teaching language of high school Chinese teachers.Through the investigation,the author summarized four reasons that affect the teaching language level of high school teachers.First,the program requirements of the Chinese curriculum standards are more general,and teachers lack specific and clear evaluation standards;second,the assessment and evaluation of teachers' classroom teaching language is missing.This phenomenon exists in national competitions and small school daily assessments;third,the training of teaching language skills in teacher education and training is weak,teacher language theory courses in normal universities are insufficient,and schools and education departments do not provide sufficient learning resources.And training opportunities;fourth,teachers' lack of attention and reflection on the language of instruction in the classroom has led to teachers' lack of motivation to improve the level of language of instruction.Chapter 4 proposes a solution strategy for the problem,and uses an experimental method to test its effectiveness.Improve the accuracy of the teaching language of high school Chinese teachers.Chinese education researchers should refine the evaluation criteria of language construction in the curriculum standards.Related departments should increase the emphasis on the assessment and evaluation of teachers classroom teaching language.Normal colleges and educational departments should strengthen the education and training of teachers in classroom teaching languages,teachers themselves should consciously promote the growth of their own teaching language.The experiment further proves that these strategies are effective in improving the accuracy of teaching language.Chapter 5 summarizes the full text.The problem of the accuracy of the teaching language of Chinese teachers must arouse the attention of the research community,primary and secondary schools,education departments and frontline teachers,and requires joint efforts from all parties.