教学语言表达的质感效度和质性效应分析

An Analysis of Qualitative Validity and Qualitative Effect in Teaching Language Expression

教学语言是教师在特定的时空范围即课堂教学中,借助一定的语言符号系统,向学生阐释教学内容、表达思想情感的语音表达、语词语句表述方式。教学语言表达的质感效度和质性效应体现教学语言的显示价值。基于语言构成因素的视角,凸显工具性的功用特质,注重情境性的质性效应,对教学语言表达的"质"进行理性分析。语词编码准确精练、细密严谨,体现"质细";语义生成依据学科特色和学生特点因境施语、深层组织语言,注重"质深";语句结构和语法运用完整规范、逻辑理性,引导学生思维认知的最优化发展,凸显"质高",可有效提升教育教学成效。

Teaching language is a phonetic expression,word and sentence expression in which teachers explain the teaching content and express their thoughts and feelings to students with the help of a certain language symbol system in a specific time and space,namely,classroom teaching.The qualitative validity and qualitative effect of teachers’language expression reflect the display value of teaching language.Based on the perspective of language constituent factors,this paper highlights the instrumental functional characteristics,pays attention to the situational qualitative effect,and makes a rational analysis of the"quality"of teaching language expression.The word coding is accurate,concise,meticulous and rigorous,reflecting"fine quality".Semantic generation is based on the discipline and students’characteristics,uses language according to the environment,organizes language profoundly,and pays attention to"profound quality".The use of complete and standardized sentence structure and grammar,logical rationality,guiding the optimal development of students’thinking and cognition,highlighting"high quality",can effectively improve the effectiveness of education and teaching.