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教师传授书本内容的时候将教科书上的文字信息通过自己的讲解转化给学生,对学生更容易理解教学内容起着重大的作用。教师在课堂上的语言运用对教学的成败具有决定性作用,可以毫不夸张地说,英语教学语言既是传递信息的手段(讲授功能),更是教师运用语言传递信息的手段(示范功能)。教学内容要通过完美的教学语言才能达到理想的教学效果。蒙授英语班的课堂教学语言到底使用什么语种更为有效,使学生更容易地吸收教学内容引起了很多的争议。本文通过阶段性分析教师的教学语言,决定非专业蒙授英语班的课堂教学语言应结合使用蒙、汉、英三种语言。在教学语言中出现的比例按学生水平进行调整,以达到教学的最佳效果。
Teachers to teach the content of the textbook textbook information through their own interpretation of the change to the students, students are more likely to understand the teaching content plays a significant role. It is no exaggeration to say that the use of language in classroom teaching plays a decisive role in the success or failure of teaching. It is no exaggeration to say that English teaching language is not only a means of transmitting information (teaching function), but also a means of using teachers’ language to transmit information (demonstration function). Teaching content through the perfect teaching language to achieve the desired teaching effect. It is much more controversial that it is more effective to give a classroom instructional language to an English class what kind of language is more effective and to make it easier for students to absorb the teaching content. This paper analyzes the teachers’ teaching language stage by stage and decides that the classroom teaching language of non-professional Mongolian English classes should be combined with Mongolian, Chinese and English languages. The proportion of appearing in the teaching language is adjusted according to the students’ level so as to achieve the best teaching effect.