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1、語文教學(xué)語言風(fēng)格淺說???教學(xué)語言在中占有特別重要的地位。語文教學(xué)活動的形式和內(nèi)容，簡單地說就是語文教師運(yùn)用語言教學(xué)生學(xué)用語言。在這里，語言既是手段又是目的。這一點(diǎn)，是語文學(xué)科教學(xué)區(qū)別于其他學(xué)科教學(xué)的最顯著的特點(diǎn)之一。所以，語文教學(xué)的成功離不開教師運(yùn)用語言的成功。因此，從運(yùn)用語境的角度研究語文教學(xué)語言意義不容忽視。???語文課堂教學(xué)語言，本文指的是語文課堂教學(xué)過程中教師的話語，包括教師的獨(dú)白和與學(xué)生的對話，并不包括背誦和朗讀，也不包括各種文字表達(dá)形式和體態(tài)語言。課堂教學(xué)中的課前導(dǎo)語、課文講析、提問答問、指導(dǎo)練習(xí)、評講總結(jié)、組織活動等等形式都屬于語文課堂教學(xué)語言的范疇。語文課堂教學(xué)語言的風(fēng)格
2、是由它不同的教學(xué)功能所決定的。按課堂教學(xué)語言的不同教學(xué)功能可將語文課堂教學(xué)語言的風(fēng)格分成五種主要類型：一、指令性風(fēng)格；二、闡釋性風(fēng)格；三、抒情性風(fēng)格；四、誘導(dǎo)性風(fēng)格；五、商量性風(fēng)格。本文著重論述后面三種風(fēng)格。???隨著語文教學(xué)改革的不斷深入，語文教學(xué)百花園里異彩紛呈，爭相輝映。特級教師于漪、錢夢龍、魏書生各領(lǐng)風(fēng)騷。本文試就上述三位特級教師的教學(xué)實(shí)錄，從語用的角度作一探討。organizationsystemandworkingmode,theselectionofanumberofmunicipalstrengtheninggrouptobuildinnovationandstrength
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