摘 要小学教师课堂教学语言是教师顺利完成教学任务的重要手段，同时也是教师与学生维系良好关系的不可或缺的纽带。尤其在语文课堂教学过程中，教师的课堂教学语言对语文课堂教学效果有直接的影响，其在课堂中既是教学手段又是教学目的，这就要求语文教师必须注重对课堂教学语言素养的提升。本研究聚焦于这一问题，参考综合国内外已有相关研究，明确了素养、语言素养、教师课堂教学语言素养的概念 , 并以此引申出教学语言的基本特征和分类 。在此基础上，采用查阅文献以及对个别教师进行访谈的方法，分析了样本教师课堂语言存在的言语垃圾、言语集权、言语信息差、求同思维等问题及其成因，并提出解决问题的若干策略，希望为小学教师课堂语言的改善提供一定的借鉴，并且进一步提高小学教师的课堂教学语言素养。关键词：小学教师； 语言素养； 问题；解决策略AbstractPrimary school teachers' classroom teaching language is an important means for teachers to complete teaching tasks, and also an indispensable link between teachers and students. Especially in the process of Chinese language teaching, teachers' teaching language has a direct influence on the Chinese classroom teaching effect, it is not only in the classroom teaching methods and teaching purpose, which requires Chinese teachers must pay attention to the classroom teaching language literacy. This study focused on this problem, comprehensive domestic and foreign relevant research reference, defines the concept of literacy, language literacy, teaching language literacy, and to draw out the characteristics and classification of teaching language. On this basis, using the methods of literature and interviews with individual teachers, analyzes the existing sample of teachers' classroom language speech, speech problems, garbage centralized verbal information, common thinking and the causes, and puts forward some strategies to solve the problems, hoping to provide a reference for the primary school teachers' classro...
