本文選題：泰國(guó)高中 + 漢語(yǔ)教學(xué)�。� 參考：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：隨著漢語(yǔ)國(guó)際教育事業(yè)的蓬勃發(fā)展,越來(lái)越多的國(guó)家和地區(qū)開(kāi)始引進(jìn)對(duì)外漢語(yǔ)教師,開(kāi)設(shè)中文課程。其中,泰國(guó)是近年來(lái)漢語(yǔ)教師需求量最大的國(guó)家,由于中泰之間長(zhǎng)期保持著友好關(guān)系,泰國(guó)人民對(duì)于學(xué)習(xí)漢語(yǔ)的需求也日益高漲。筆者在擔(dān)任泰國(guó)漢語(yǔ)教師志愿者期間所教授的是高中年齡階段的學(xué)生,他們對(duì)中國(guó)傳統(tǒng)文化教學(xué)活動(dòng)已經(jīng)有一定程度的需求。而通過(guò)查閱相關(guān)資料發(fā)現(xiàn),以往的研究中對(duì)此階段的教學(xué)對(duì)象在中國(guó)傳統(tǒng)文化教學(xué)方面的研究還不是很具體。因此,筆者希望通過(guò)充分而詳實(shí)的調(diào)查走訪,了解當(dāng)前泰國(guó)高中階段中國(guó)傳統(tǒng)文化教學(xué)的真實(shí)情況和具體需求。本文采取調(diào)查報(bào)告的研究方法,通過(guò)填寫(xiě)調(diào)查問(wèn)卷及訪談的形式,對(duì)泰國(guó)中部地區(qū)不同教育背景的10所高中學(xué)校的10名漢語(yǔ)教師與100名在校學(xué)生進(jìn)行了相關(guān)調(diào)研。文章第一部分概括了國(guó)內(nèi)外文化教學(xué)研究方面所取得的成果及現(xiàn)狀;第二部分介紹了當(dāng)前泰國(guó)高中階段中國(guó)傳統(tǒng)文化教學(xué)的基本情況;第三部分闡述了關(guān)于泰國(guó)中部地區(qū)高中階段中國(guó)傳統(tǒng)文化教學(xué)的調(diào)查問(wèn)卷的設(shè)計(jì)和實(shí)施過(guò)程;第四部分對(duì)調(diào)查結(jié)果進(jìn)行了具體分析;第五部分總結(jié)了泰國(guó)高中階段中國(guó)傳統(tǒng)文化教學(xué)中存在的問(wèn)題及原因;第六部分根據(jù)存在的問(wèn)題提出了關(guān)于中國(guó)傳統(tǒng)文化教學(xué)的建議;第七部分設(shè)計(jì)了新的教學(xué)方案并進(jìn)行了教學(xué)實(shí)踐;最后一部分對(duì)調(diào)查全過(guò)程進(jìn)行了回顧和總結(jié)。通過(guò)以上幾個(gè)部分的闡述,筆者對(duì)當(dāng)前泰國(guó)中部地區(qū)高中階段的漢語(yǔ)課程中傳統(tǒng)文化教學(xué)現(xiàn)狀進(jìn)行了深入細(xì)致的調(diào)查分析。在這些具體數(shù)的分析基礎(chǔ)上總結(jié)出泰國(guó)基礎(chǔ)教育體制中高中階段中國(guó)傳統(tǒng)文化教學(xué)的基本模式以及存在問(wèn)題,并根據(jù)自己的教學(xué)實(shí)踐經(jīng)驗(yàn)提出一些關(guān)于傳統(tǒng)文化教學(xué)的設(shè)想和建議。力求對(duì)于今后更多海外教師在對(duì)泰漢語(yǔ)教學(xué)實(shí)踐當(dāng)中加強(qiáng)和改進(jìn)文化教學(xué)起到一定的輔助和啟發(fā)作用。
[Abstract]:With the vigorous development of Chinese international education, more and more countries and regions begin to introduce Chinese teachers and offer Chinese courses. Among them, Thailand is the country with the greatest demand for Chinese teachers in recent years. Because of the long-term friendly relationship between China and Thailand, the demand of Thai people for learning Chinese is also rising day by day. As a volunteer of Thai Chinese teachers, the author teaches senior middle school students, who have a certain degree of demand for traditional Chinese culture teaching activities. By referring to the relevant materials, the previous research on the teaching object of this stage in Chinese traditional culture teaching is not very specific. Therefore, the author hopes to understand the real situation and specific needs of Chinese traditional culture teaching in high school in Thailand through full and detailed investigation and interview. By means of questionnaire and interview, this paper investigates 10 Chinese teachers and 100 students from 10 high schools with different educational backgrounds in central Thailand. The first part of the article summarizes the domestic and foreign cultural teaching research achievements and the present situation, the second part introduces the current Thailand senior high school Chinese traditional culture teaching basic situation; The third part expounds the design and implementation process of the questionnaire on the teaching of Chinese traditional culture in the senior high school in the central part of Thailand, and the fourth part makes a concrete analysis of the survey results. The fifth part summarizes the problems and reasons in the teaching of Chinese traditional culture in Thailand's senior high school, and the sixth part puts forward some suggestions on the teaching of Chinese traditional culture according to the existing problems. The seventh part designs the new teaching plan and carries on the teaching practice; the last part reviews and summarizes the whole process of the investigation. Through the elaboration of the above several parts, the author makes a thorough investigation and analysis on the present situation of traditional culture teaching in the senior high school Chinese curriculum in central Thailand. On the basis of the analysis of these specific numbers, this paper summarizes the basic patterns and problems in the teaching of Chinese traditional culture in Thailand's basic education system in senior high school. According to their own teaching experience, the author puts forward some ideas and suggestions on traditional culture teaching. It is helpful and enlightening for more overseas teachers to strengthen and improve the culture teaching in the teaching practice of Thai Chinese in the future.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳艷藝;;泰國(guó)漢語(yǔ)師資現(xiàn)狀及對(duì)策研究[J];東南亞縱橫;2013年08期

2 趙明;;對(duì)外漢語(yǔ)文化教學(xué)的誤區(qū)和目標(biāo)[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語(yǔ)教學(xué)與研究版);2013年03期

3 周天楊;;對(duì)外漢語(yǔ)文化教學(xué)實(shí)踐談[J];甘肅科技縱橫;2010年06期

4 趙春秋;;基于教材分析和問(wèn)卷調(diào)查的對(duì)外漢語(yǔ)文化教學(xué)研究[J];遼寧行政學(xué)院學(xué)報(bào);2010年10期

5 金洪臣;;淺論對(duì)外漢語(yǔ)文化教學(xué)[J];科技信息;2009年29期

6 凌娟;;關(guān)于對(duì)外漢語(yǔ)文化教學(xué)的幾點(diǎn)思考[J];西昌學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2009年02期

7 王勇;;對(duì)外漢語(yǔ)文化教學(xué)策略探析[J];佳木斯大學(xué)社會(huì)科學(xué)學(xué)報(bào);2009年01期

8 程書(shū)秋;鄭洪宇;;對(duì)外漢語(yǔ)文化教學(xué)研究述評(píng)[J];繼續(xù)教育研究;2008年03期

9 林娟娟;;跨文化教學(xué)策略研究[J];外語(yǔ)與外語(yǔ)教學(xué);2006年04期

10 謝稚;;探索對(duì)外漢語(yǔ)文化教學(xué)的有效途徑[J];長(zhǎng)春師范學(xué)院學(xué)報(bào);2006年03期

相關(guān)碩士學(xué)位論文 前8條

1 環(huán)志峰;泰國(guó)漢語(yǔ)課和文化課教學(xué)內(nèi)容的自主設(shè)計(jì)及實(shí)施[D];云南大學(xué);2013年

2 吳青;基于任務(wù)型教學(xué)法的對(duì)泰中國(guó)文化類課程教學(xué)設(shè)計(jì)[D];山東大學(xué);2012年

3 吳萍;多元互動(dòng)模式下對(duì)外漢語(yǔ)教學(xué)中的文化教學(xué)[D];黑龍江大學(xué);2012年

4 蔡道銳;泰國(guó)高校漢語(yǔ)言專業(yè)文化教學(xué)研究[D];山東大學(xué);2012年

5 華穎;試論泰國(guó)中學(xué)生漢語(yǔ)課堂教學(xué)設(shè)計(jì)中的文化導(dǎo)入[D];云南大學(xué);2012年

6 尹青華;跨文化背景下對(duì)泰漢語(yǔ)課堂教學(xué)[D];云南大學(xué);2012年

7 臧乃樺;對(duì)外漢語(yǔ)教學(xué)中文化因素教學(xué)[D];黑龍江大學(xué);2012年

8 王萍;對(duì)外漢語(yǔ)中級(jí)精讀教材文化項(xiàng)目導(dǎo)入研究[D];東北師范大學(xué);2009年

，

本文編號(hào)：2072581