绪 ························································································································ 1
一、 师 语表达技能的内涵······················································································· 1
二、 师 语表达技能的基本 征················································································· 2
三、 师 语表达技能的分类······················································································· 6
四、 师 语表达技能的训练目的 要求······································································· 6
五、 师 语表达技能课程的性质意义、 学内容与建议················································ 8
第一章普通话语音 统表达技能训练········································································· 11
第一节推广普通话是我国基本国策············································································ 11
一、普通话概述········································································································· 11
二、我国的七大方言··································································································· 12
三、普通话的推广······································································································ 12
第二节声母与辨正··································································································· 13
一、声母分类············································································································ 14
二、声母辨正············································································································ 16
三、声母训练与拓展··································································································· 24
第三节韵母与辨正··································································································· 39
一、韵母分类············································································································ 39
二、韵母辨正············································································································ 40
三、韵母训练与拓展··································································································· 44
第四节声调与辨正··································································································· 68
一、调值 调类········································································································· 68
二、普通话声调的读法······························································································· 69
三、声调训练与拓展··································································································· 69
第五节音节拼读······································································································ 76
一、普通话音节的拼合······························································································· 77
二、普通话音节的拼读······························································································· 78
三、音节的拼读辨正··································································································· 79
四、音节训练与拓展··································································································· 82
第六节音 变·········································································································· 93
........
一、社交称呼语······································································································· 222
二、交谈会话语······································································································· 224
三、问答沟通语······································································································· 228
附录 使用频率高的1000个汉字········································································· 232
参考文献················································································································· 237
后记····················································································································· 240
暂无作者简介......
本书由普通话训练、一般口语训练和教师职业口语训练三个部分组成，它们有机地结为一个整体。普通话训练是前提，贯穿于这本教材的始终；一般口语训练既是普通话训练的继续和深化，又是教师职业口语训练的基础；教师职业口语训练是一般口语训练的提高和专业化，也是这门课程训
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