What are some of the common bad situations that teachers use in oral communication with students?

Teacher's oral language: also known as teacher's professional oral language, refers to the professional oral language used by teachers in the process of engaging in educational and teaching activities, which is the most basic and important means for teachers to carry out education and teaching, and is a tool for teachers' labor.

So why use teacher whispers? The importance of oral language for teachers is mainly reflected in the following points:

1.Reflected in daily communication, oral expression is a very important means in the process of daily communication, and it is also an indispensable way for daily classroom teaching. For teachers, in order to improve the quality of teaching in an all-round way, it is necessary to use oral expression reasonably, so that the things to be described can be correctly conveyed to students, so that students can understand accurately, otherwise the meaning of teaching will be lost, and the expected teaching purpose cannot be achieved.

2.In the process of classroom teaching, classroom teaching is the top priority of teaching objectives and tasks, and teachers should use oral language correctly in the daily classroom teaching process, so that students can understand the content to be expressed, and at the same time, it will also bring great help to teacher-student communication. If the teacher's oral application is not correct in classroom teaching, the classroom efficiency will be seriously affected, and the students will be in a state of confusion throughout the class, unable to learn what they should learn, and the classroom effect will be greatly reduced.

Oral training syllabus for teachers: In the process of oral training, it is necessary to set reasonable content and objectives first, especially for those teachers who are not accurate in oral pronunciation, they should be personalized according to the actual situation. In addition, it is necessary to set phased training objectives and training processes, and adhere to the training for a long time, so that the oral level can be greatly improved.

Teachers' oral language is very important, and it is always the top priority for daily communication and classroom teaching, and all teachers should use oral language correctly, strengthen self-training, and comprehensively improve the quality and efficiency of teaching.

The main problems of teachers' oral expression are:

1. The nasal voice and the wide blind Changbian sound are indistinguishable. For example, "South" is said to be "Blue Square", and "poet" is said to be "private".

2. Straight intonation: The teacher's straight tone will appear boring, lack of rhythm, and even make students prone to fatigue and even sleepiness because of the lack of intonation.

3. The speed of speech is too fast or too slow: speaking fast is like "shooting a machine gun", which is not conducive to students' listening and digestion, and too slow intonation or words like to "elongate the cavity" are easy to make students bored.

4. There are many mantras: The class is mixed with mantras such as "this", "that", "um, ah", "isn't it" and so on.

5. Insufficient facial expressions: If you only stare at a few students or simply look elsewhere, and do not interact with students, it is easy to distract students and reduce the teaching effect. The teacher's expressionless and frosty demeanor will make the classroom atmosphere become lifeless, and gradually make students feel depressed and lose interest in learning.

1. Teachers' oral expression responses.

1. Strengthen theoretical recuperation: Although it is difficult for some teachers to avoid the situation of indistinguishable nasal sounds due to the problem of "local pronunciation", they can also provide students with a wonderful class, precisely because the teacher emphasizes the cultivation, richness and profound knowledge content of their own theories, and uses engaging content to let students "ignore" the teacher's oral expression problems and focus on the content itself.

2. Improve Mandarin water god or flat: You can imitate the expression method of the news network announcer for learning and interaction.

The following scattered silver is not a characteristic of the spoken language of the teacher who taught Hui to dig Chi Shi is the former Li () aEducational.

b.Scientific.

c.Entertaining.

d.Artistry.

Correct answer: c

The leaky and frank impurities in teacher language mainly refer to the misuse of modal words and the use of mantras.

Spoken language impurities may include the following:

Grammatical errors: Teachers may make grammatical errors in spoken language, such as incorrect tense usage, inconsistent predicates, and wrong verb forms. This affects the accuracy and fluency of the language.

Inaccurate pronunciation: Inaccurate pronunciation in the teacher's spoken language can lead to confusion or unclear pronunciation, making it difficult for students to understand the teacher's expression. Pronunciation errors can involve phonetic transcription, syllables, stress, conjunction, etc.

Mislexical Misuse: Teachers may use uncommon, overly colloquial, or inaccurate words in their spoken language, which may lead to imprecise expressions or inappropriate searches.

Speech speed and fluency: Speech speed or fluency in the teacher's spoken language is too fast or too slow, as well as a lack of fluency, which can make expression less natural and coherent, affecting the effectiveness of communication.

Non-standard spoken expressions: Teachers use slang, catchphrases, dialects, or local expressions in spoken language that may create a sense of distance or difficulty in understanding.

These spoken impurities may have a negative impact on teacher-student communication and reduce teaching effectiveness. Therefore, teachers should try to avoid these oral impurities in oral expression, and improve the accuracy, fluency and clarity of oral expression, so as to better communicate and teach effectively with students.

1. Constraints in the formation of teachers' oral language;

2. The particularity of the teacher's oral communication object;

3. The special filial piety of the purpose of oral communication of teachers;

4. The particularity of the teacher's oral communication environment;

5. Educational;

6. Scientific; Imitation of the mausoleum.

7. Normative;

8. Vividness;

9. Artistry.