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教育家马卡连柯曾说:“做教师的决不能没有表情,不善于表情的人,就不能够做教师。”说的就是要求教师要在课堂教学中善于运用表情等非语言因素传授知识,试想学生能否接受一个愁云密布面无表情的老师走进他的课堂?平日里我们亦可发现:在面对面的交谈中,有时一个表情、一个动作或一个眼神等会比一句话更容易传情达意。这里的表情、动作、眼神以及语速、语调、姿态等,都是附着于语言,但又具有相对的独立性和语言的不可替代性的因素,即非语言因素。在语文课堂教学中,非语言因素与语言共同构成语文教学的语言美。因此,在语文教学中,恰当地利用非语言因素往往能收到意想不到的效果。
Educator Makarenko once said: “Teachers should never have no expression, not expressionist, can not be a teacher. ” Said is asking teachers to be good at using classroom expressions such as non-verbal language factors To impart knowledge and to imagine whether a student can walk into his classroom with a melancholy expressionless faceless person? We also find on weekdays that in a face-to-face conversation, sometimes an expression, an action or a glance can be more pronounced than a sentence Easy to pass on emotion. Expression, movement, eyes and speed of speech, intonation, attitude and so on, are all attached to the language, but with relative independence and irreplaceability of language factors, that is, non-language factors. In Chinese classroom teaching, nonverbal factors and language together constitute the language beauty of Chinese teaching. Therefore, in the teaching of Chinese, the proper use of nonverbal factors often can receive unexpected results.