The Application Status And Improvement Strategies Of Professional Language Of Instruction In High School History Classroom

The new round of education reform is being carried out,which puts forward higher re quirements for talent cultivation teachers' quality.In today's China,spoken language is stil l the main medium for educating,as well as the external expression of teachers' quality.Im proving the professionalism of teacher' spoken language in class is more conducive to stud ents' learning history,the cultivation of historical ability and the formation of historical th ought.This paper focuses on improving the professionalism of teacher's spoken language i n class,promoting educational reform and talent training.On the basis of literature and experience,combined with the characteristics of history and the level of thinking in high school,this paper puts forward four requirements of the p rofessionalism of teacher' spoken language in history class in senior high school,namely a ccuracy,conciseness,logic and humanness.According to these four requirements,the tea cher' spoken language in history class is divided into four stages: the ignorant and spontan eous,the conscious improver,the active practitioners and the masters with ease,so as to h elp teachers improve the spoken language in a better and more targeted way.In order to understand the current situation of history teaches' spoken language in hig h school class,this paper analyzes the teachers' spoken language through the methods of q uestionnaire survey,classroom observation and interview.Students' homework and answer s in class reflect that there are many problems in students' written language and oral expre ssion,which indicates students' need for professional spoken language in class.Form the q uestionnaire survey of students and the records teaching,it can be found that there are differences in the professional spoken language of high school history class,and there are prombles of different degrees in the accuracy,cultively,logic and human nature cultivation.Students in difference grades have difference needs for teachers' spoken language in class.The higher the grade is,the more attention is paid to the teachers' professional spoken language in class.In the interviews with history teachers on the professionalism of spoken language in class,it was found that some teachers were short of a deep understanding of the expression of spoken language in class and the level of their own spoken language in class,and were confused about how to improve it.Combined with the theory and the analysis,this paper mianly proposes some strategies from the perspective of teachers.O f couse,the improvement of teachers' spoken language cannot be separated from the support of society and school.However,social and school resources are often not available.On the other hand,no matter how many public training resources are available,they also need to be internalized into their own qualities.Therefore,to improve the professionalism of teachers' spoken language in calss requires more efforts from individuals.The first is the renewal of teachers' own education and teaching ideas.Teachers need to constantly change their understanding of education objects,learning theories and education and teaching theories.In addition,this paper will put forward some specific strategies from the aspects of ‘listening',‘ speaking',‘reading',‘writing'.Listening to the lessons of our peers,famous teachers,our own leassons and cross-maior lecture can enable us to have a comprehensive understanding of the characteristics of teachers' spoken language in history class and the shortcomings of our own spoken language in class,and learn from excellent teaching experience to improve ourselves.Self-practice and daily oral practice before new lesson teaching are the necessary ways to improve teachers' spoken language in class.Reading is the core of improving teachers' spoken language in teaching.The reading of professional books on history,pedagogy and psychology can enrich teachers' knowledge reserve.It is the key to grow into a ‘reflective practitioner' teacher to summarize the teaching experience of others and oneself throgh writing,reflecting on the problems existing in teachers' spoken language in teaching and educational practice,and to improve it into educational theory.