教师对与学生间语言交流障碍的体验研究

Research on Teacher’ Experience of Language Communication Barriers with Students

Language communication is undoubtedly the main form of communication between teachers and students, therefore, language communication barriers between teachers and students will seriously restrict the improvement of educational quality. Teachers’ experience of language communication barriers between themselves and students can be divided into three different stages: before experiencing, during experiencing, and after experiencing. Language communication barriers before experiencing can make teachers worry, language communication barriers during experiencing can make teachers feel troubled, and language communication barriers after experiencing can make teachers very anxious. In order to help teachers overcome language communication barriers, measures can be taken such as increasing the promotion of the national common language, encouraging teachers to teach in the same dialect area, providing relevant training for teachers with language communication barriers, assigning teaching and homeroom work in the middle and lower grades of primary schools to teachers who do not have language communication barriers with students, and encouraging teachers themselves to actively face the difficulties of language communication barriers.

师生交流无疑以语言交流为主，因此，师生之间的语言交流障碍必将严重制约教育质量的提升。教师对自己与学生间语言交流障碍的体验可分为语言交流障碍经历前、经历中、经历后三个不同的阶段。经历前的语言交流障碍会让教师心生担忧，经历中的语言交流障碍会让教师倍感困扰，经历后的语言交流障碍则让教师焦虑不安。为了帮助教师走出语言交流障碍的困境，可以采取加大国家通用语言的推广力度、鼓励教师前往同一方言区任教、对存在语言交流障碍的教师进行相关培训、小学中低段的教学及班主任工作应由与学生不存在语言交流障碍的教师承担、教师本人应当积极面对语言交流障碍等对策。