A Study On The Educational Nature Of Teachers’ Teaching Language

The real teaching always has an educational nature,which is the objective necessity of teaching,one of the basic laws of the teaching process,and also the teaching concept that Herbart adhered to in educational teaching.However,in reality,teaching is often more concerned about how to impart knowledge and skills more efficiently,not how knowledge and skills contribute to the life growth of individuals,nor about the fundamental issues of individuals in the world.Such teaching deviates from the original purpose of education and loses its educational nature.Language is a very important medium for classroom teaching,and language communication is the main way for teachers and students to communicate in the classroom.It is the most intuitive approach to understand teachers’ classroom teaching.Therefore,in essence,studying the educational nature of teachers’ teaching language is to emphasize the educational nature of teaching.Under the goal of promoting the integrity of students,this study is based on discussing teachers’ teaching language from its internal roots,paying attention to the practical pedagogy of teachers implicit in teachers’ language use,and exploring the conditions for achieving the educational nature of teachers’ teaching language,in order to truly realize the educational value of teachers’ teaching language,regain the“original intention of cultivating people” of teaching,and return to the educational nature of teaching.This study adopts a combination of theoretical research and empirical research,constructs a discourse analysis framework based on the analysis and induction of relevant theories,and selects teacher language in Chinese classroom teaching of Y Primary School as the research object for investigation and research to savor the true existence of teacher language.In the theoretical research section,the author analyzes the connotation and performance of educational nature of teachers’ teaching language from the macro and static perspective.The educational nature of teachers’ teaching language should contain three values:arousing students’ positive emotional experience,opening up students’ thinking space,and nurturing students’ value spirit.These three values are a hierarchical logical relationship and constitute the three basic focus points for the possibility of the educational nature of teachers’ teaching language.In the empirical research section,the author focuses on teachers’ language use in specific teaching situations from a micro and dynamic perspective.The author classifies the language of teachers in different periods according to the previously constructed linguistic analysis framework,presenting three types of themes:the arousal and transmission of emotional experience,the imparting and training of knowledge and skills,and the stimulation and cultivation of value spirit.Based on these three themes,the author comprehensively analyzes and understands teachers’ language use,profoundly explains the educational implications of teachers’ language,probes the practical pedagogy of teachers behind their language expressions,and measures whether teachers’ use of teaching language conforms to the value pursuit of educational nature.The research results show that: firstly,in the emotional communication between teachers and students,teachers’ emotional expressions are mostly full and uplifting,showing an emotional tendency of “love and respect” and “revealing true sentiments”;secondly,in the cognitive communication between teachers and students,there are two opposing value orientations: one is “teaching based on learning”,the other is “technicalism of teaching”;finally,in the spiritual communication between teachers and students,teachers use more thinking mode of “imagination” and “compassion” to awaken students’ deep yearning and determination for truth,goodness,and beauty in a gentle and silent way.To truly enhance the educational nature of teachers’ teaching language and realize its educational value,it is necessary to transcend the technical level of language use,and pay attention to the underlying emotional attitudes,value choices,and meaning concerns behind teachers’ speech acts from the internal source.This study believes that the realization of the educational nature of teachers’ teaching language depends on three conditions: teachers’ educational understanding is the prerequisite,teachers’ educational emotions are the power source,and teachers’ entry into the students’ experience world is the key.