本文關鍵詞： 漢語教學 漢語系語文教學 教師教學行為 遷移影響　出處：《新疆師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：本研究在雙語教育的大背景下,在國內(nèi)外教師教學行為研究的基礎上,運用文獻分析法、觀察法和調(diào)查法,對中學漢語教師的隊伍現(xiàn)狀、師資培養(yǎng)現(xiàn)狀和教學資源的使用狀況進行分析研究。筆者抽取全疆七個地區(qū)的十三所中學的近155位漢語老師,通過對他們的教學行為進行調(diào)查和訪談發(fā)現(xiàn):漢語教師對“課標”的了解不足;其次,專門針對民語系學生學習漢語的教學資源匱乏;第三,漢語教師的獨立性不夠,過分依賴漢語系語文教學。這說明漢語教學在課程資源、教學資源、教師行為等多方面受到漢語系語文教學的遷移影響,甚至直接套用漢語系語文教學已成熟資料的現(xiàn)象十分普遍。之后,筆者以《民族中小學漢語課程標準(義務教育)》《全日制民族中小學漢語課程標準(試行)》《義務教育語文課程標準(2011年版)》和學生的學習效果為依據(jù),對新疆中學漢語教學受漢語系語文教學的遷移影響進行了具體的分析。結果表明,這種方式并不利于民語系中學生學習漢語,不但不能調(diào)動其學習漢語的積極性,甚至使學生產(chǎn)生逆反心理,最終不利于他們的漢語學習。基于本研究所做的調(diào)查和觀察,以及對新疆中學漢語教學受漢語系語文教學遷移影響的狀態(tài)分析,我們建議教育管理部門,第一,加強漢語課程資源的開發(fā);第二,進一步發(fā)展?jié)h語教師隊伍。建議廣大從事漢語教學的漢族教師,第一,要盡可能多地了解民語系學生;第二,在教學方法上,要盡量與漢語系語文區(qū)別化;第三,讓學生的日常生活也成為漢語課程資源的一部分。建議廣大從事漢語教學的少數(shù)民族教師,提高個人素養(yǎng),并加強專業(yè)技能。此外,不同民族的老師之間應互相聽課、學習、借鑒,多溝通、多交流,共同教研、一起備課,漢語教師在漢語教學中所受到漢語文教學的正遷移和積極影響應充分發(fā)揮并推廣,盡量避免和消除負遷移和消極影響,最終促進新疆中學漢語教學質(zhì)量的全面提升。
[Abstract]:Under the background of bilingual education and on the basis of the research of teachers' teaching behavior at home and abroad, the present situation of Chinese teachers in middle schools is studied by using the methods of literature analysis, observation and investigation. The present situation of teacher training and the use of teaching resources were analyzed and studied. The author selected nearly 155 Chinese teachers from 13 middle schools in seven regions of Xinjiang. Through the investigation and interview of their teaching behavior, it is found that the Chinese teachers do not know enough about the "curriculum standard"; secondly, they are short of teaching resources specially for the students of the Chinese language department; thirdly, the independence of the Chinese teachers is not enough. This shows that Chinese teaching is influenced by the transfer of Chinese language teaching in many aspects, such as curriculum resources, teaching resources, teachers' behavior, etc. It is very common to even directly apply the mature materials of Chinese teaching in Chinese department. After that, The author bases on the Chinese Curriculum Standard (compulsory Education) of National Primary and Middle Schools, the Chinese Curriculum Standard of Full-time ethnic Primary and Middle Schools (on trial), the Chinese Curriculum Standard of compulsory Education (2011), and the students' learning effect. This paper makes a concrete analysis of the influence of the transfer of Chinese language teaching in the middle school Chinese teaching in Xinjiang. The results show that this method is not conducive to the learning of Chinese by the middle school students of the Chinese language family, and can not only not arouse their enthusiasm for learning Chinese. Based on the investigation and observation made in this study, and the analysis of the state that the teaching of Chinese in Xinjiang is influenced by the transfer of Chinese teaching in Chinese department, We suggest that the educational administration should, first, strengthen the development of Chinese language curriculum resources; second, further develop the contingent of Chinese teachers; and suggest that the vast number of Han Chinese teachers engaged in Chinese teaching should, first, learn as much as possible about students of the Chinese language family; second, In terms of teaching methods, we should try to distinguish them from Chinese as far as possible. Third, let the daily life of students become part of the Chinese curriculum resources. It is suggested that the majority of ethnic minority teachers engaged in Chinese teaching should improve their personal accomplishment. In addition, teachers of different nationalities should listen to each other, learn from each other, learn from each other, communicate more, communicate more, work together in teaching and research, and prepare lessons together. The positive transfer and positive influence of Chinese teachers in Chinese teaching should be brought into full play and popularized to avoid and eliminate negative transfer and negative influence as far as possible so as to promote the overall improvement of Chinese teaching quality in Xinjiang.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

【參考文獻】

相關期刊論文 前3條

1 康亮芳;;淺談對少數(shù)民族學生漢語教學中的文化教學[J];長春理工大學學報;2011年11期

2 古力加娜提·艾乃吐拉;;新疆地區(qū)雙語教育的現(xiàn)狀與展望——從田野調(diào)查視角考察[J];民族教育研究;2009年01期

3 楊淑芹;馬新英;;少數(shù)民族雙語教師課堂教學能力評價標準建構[J];中國教育學刊;2010年07期

，

本文編號：1547404