本文關(guān)鍵詞： 漢語詞匯教學(xué) 教學(xué)現(xiàn)狀 教學(xué)困境 影響因素 教學(xué)策略　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：自上世紀(jì)50年代起,澳大利亞開始有學(xué)校開設(shè)中文課程,漢語作為第二語言教學(xué)自此在澳洲興起。但是澳洲的漢語教學(xué),直至上世紀(jì)80年代,即中國開始實(shí)施改革開放政策后,才逐步得到一定的發(fā)展。近年來,隨著中國國際地位的提高,中澳雙方貿(mào)易關(guān)系的逐漸加強(qiáng),澳洲政府和人民逐漸意識到學(xué)習(xí)中文的重要性。2014年11月18日,國家主席習(xí)近平及其夫人彭麗媛在參觀訪問澳大利亞塔斯馬尼亞州期間,專門看望了塔州斯科奇一歐克伯恩小學(xué)的16名學(xué)生,因?yàn)檫@些小學(xué)生曾經(jīng)用中文與習(xí)近平夫婦通過信。習(xí)近平夫婦鼓勵當(dāng)?shù)氐膶W(xué)生學(xué)好漢語、了解中國文化,自此,澳洲興起了學(xué)習(xí)漢語的熱潮。但是迄今為止,對于澳洲的中文教學(xué),尤其是詞匯教學(xué)的研究并不充足,仍需進(jìn)一步深入研究和討論,否則難以應(yīng)對澳洲逐漸興起的漢語學(xué)習(xí)浪潮。本文以澳洲維省‘'Bendigo South East College"(以下簡稱“BSE”中學(xué))7-10年級漢語班的104位學(xué)生以及分布在維省22所公立中學(xué)的漢語志愿者助教為調(diào)查對象,結(jié)合對“BSE”中學(xué)的四位來自不同國家、擁有不同語言背景和文化水平的漢語教師進(jìn)行的隨堂聽課記錄,利用訪談、問卷調(diào)查、圖表分析等方式,就維省公立中學(xué)漢語詞匯教學(xué)現(xiàn)狀進(jìn)行分析,總結(jié)得出維省公立中學(xué)的漢語詞匯教學(xué)主要存在四個方面的教學(xué)困境：教材的選用、方法的運(yùn)用、理論的應(yīng)用、教師的選用。針對以上困境,研究者從“漢語詞匯的本體特征、澳洲維省公立中學(xué)的教育理念和語言學(xué)習(xí)大綱、中學(xué)生漢語詞匯學(xué)習(xí)的規(guī)律及特點(diǎn)、教學(xué)環(huán)境、學(xué)生的年齡特征、漢語在維省教學(xué)中的地位、維州公立中學(xué)漢語教師隊伍的特點(diǎn)”等方面分析造成目前四大教學(xué)困境的各影響因素。同時,研究者通過對志愿者教師、“BSE”中學(xué)的漢語班學(xué)生的調(diào)查問卷,觀察并總結(jié)“BSE”中學(xué)四位漢語教師的詞匯教學(xué)課堂,研究者提出以下策略：第一,強(qiáng)化詞匯運(yùn)用的教學(xué)和操練；第二,做好課堂的服務(wù)者；第三,貼合教學(xué)實(shí)際環(huán)境。本文將教學(xué)案例結(jié)合相關(guān)理論及調(diào)查問卷,秉著實(shí)踐性、有用性的原則,以期研究出一套符合澳洲公立中學(xué)漢語詞匯教學(xué)實(shí)際的策略,希望能為在澳從事漢語教學(xué)的漢語教師們提供某些理論和現(xiàn)實(shí)的參考依據(jù)。
[Abstract]:Since -50s, there have been schools offering Chinese courses in Australia, and Chinese as a second language has since risen in Australia. However, Chinese teaching in Australia until -20s. In recent years, with the improvement of China's international status, bilateral trade relations between China and Australia have gradually strengthened. The Australian government and people have come to realize the importance of learning Chinese. On November 18th 2014, President Xi Jinping and his wife Peng Liyuan visited Tasmania, Australia. The group visited 16 students at Skocke-Okborne Primary School in Tazhou, who had written to Xi Jinping and his wife in Chinese to encourage local students to learn Chinese and understand Chinese culture. Since then, there has been an upsurge in learning Chinese in Australia, but up to now, the research on Chinese teaching, especially vocabulary teaching, in Australia is not enough, which still needs further study and discussion. Otherwise, it would be difficult to cope with the rising wave of Chinese learning in Australia. This paper uses Bendigo South East College in Victoria, Australia (hereinafter referred to as "BSE" Middle School). The subjects were 104 students in Chinese class of grades 7-10 and Chinese volunteer teaching assistants in 22 public middle schools in Victoria province. Combined with the four Chinese teachers from different countries, with different language backgrounds and different cultural level, we use interviews, questionnaires, chart analysis and so on. This paper analyzes the present situation of Chinese vocabulary teaching in public middle schools in Uygur province and concludes that there are four main teaching difficulties in the teaching of Chinese vocabulary in public middle schools in Uygur province: the selection of teaching materials, the application of methods and the application of theory. In view of the above difficulties, the researcher starts with the Noumenon characteristics of Chinese vocabulary, the educational concept and language learning syllabus of Uygur Public Middle School in Australia, the rules and characteristics of middle school students' Chinese vocabulary learning, and the teaching environment. The age characteristics of students, the status of Chinese in teaching in Uygur province, and the characteristics of Chinese teachers in public middle schools in Victoria are analyzed in this paper. At the same time, the influencing factors of the four major teaching difficulties are analyzed. The researcher through the volunteer teacher, "BSE" middle school Chinese class student's questionnaire, observed and summarized "BSE" middle school four Chinese teacher vocabulary teaching classroom, the researcher proposed the following strategy: first. Strengthening vocabulary teaching and practice; Second, do a good job of classroom service; Third, fit the actual teaching environment. This paper combines teaching cases with relevant theories and questionnaires, and holds the principle of practicality and usefulness. The purpose of this paper is to find out a set of practical strategies for Chinese vocabulary teaching in public middle schools in Australia, and hope to provide some theoretical and practical references for Chinese teachers who are engaged in Chinese teaching in Australia.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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本文編號：1461654