【摘要】：隨著中蒙兩國(guó)政治、經(jīng)濟(jì)貿(mào)易、文化、教育等各個(gè)領(lǐng)域的合作不斷深入,需要學(xué)習(xí)漢語(yǔ)的人數(shù)一天比一天增加。越來(lái)越多的蒙古國(guó)中小學(xué)開(kāi)始開(kāi)設(shè)中文,漢語(yǔ)逐漸成為中小學(xué)生的第二外語(yǔ)言。語(yǔ)言學(xué)習(xí)離不開(kāi)對(duì)該語(yǔ)言文化背景的了解和文化知識(shí)的習(xí)得,面向中小學(xué)生的漢語(yǔ)教學(xué),學(xué)習(xí)語(yǔ)言是一個(gè)方面,激發(fā)學(xué)習(xí)的學(xué)習(xí)興趣更為重要,中國(guó)文化內(nèi)容豐富,通過(guò)中國(guó)文化教學(xué)激發(fā)學(xué)生們的漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)漢語(yǔ)言文化的興趣是一種有益的嘗試。近年來(lái)體驗(yàn)式文化教學(xué)悄然興起,注重學(xué)生的參與互動(dòng),寓教于樂(lè),蒙古國(guó)中學(xué)生的年齡在11歲到14歲之間,活潑好動(dòng),好奇的強(qiáng),筆者認(rèn)為采用體驗(yàn)式文化教學(xué)會(huì)達(dá)到較好地教學(xué)效果,提高學(xué)生的語(yǔ)言能力和文化理解能力。本文采用的主要方法是問(wèn)卷調(diào)查法,問(wèn)卷對(duì)象是蒙古國(guó)“育才”中文中學(xué)的中學(xué)生、教師和部分家長(zhǎng)。通過(guò)問(wèn)卷調(diào)查了解蒙古國(guó)“育才”中文學(xué)校的學(xué)生對(duì)中國(guó)文化的認(rèn)識(shí)和他們的期待和學(xué)習(xí)需求,了解中國(guó)文化課的教學(xué)現(xiàn)狀,了解教師對(duì)課堂文化活動(dòng)的看法、目前使用的漢語(yǔ)課堂文化教學(xué)的方式及教師在教學(xué)資源等方面的需求。通過(guò)對(duì)部分家長(zhǎng)的訪談?wù){(diào)查,了解學(xué)生如何接觸中國(guó)文化的有關(guān)知識(shí)、家長(zhǎng)對(duì)體驗(yàn)式教學(xué)的看法和他們的意見(jiàn)等。根據(jù)問(wèn)卷調(diào)查的結(jié)果,結(jié)合自身的教學(xué)觀摩實(shí)習(xí)和對(duì)體驗(yàn)式文化教學(xué)的探究,進(jìn)行面向蒙古國(guó)中學(xué)生的體驗(yàn)式中國(guó)文化教學(xué)設(shè)計(jì)。
[Abstract]:With the deepening cooperation between China and Mongolia in politics, economy and trade, culture, education and other fields, the number of people who need to learn Chinese is increasing day by day. More and more Mongolian primary and secondary schools began to open Chinese, Chinese has gradually become the second foreign language of primary and secondary school students. Language learning depends on the understanding of the language and cultural background and the acquisition of cultural knowledge. Chinese teaching for primary and secondary school students is an aspect of language learning. It is more important to stimulate the interest in learning, and the Chinese culture is rich in content. It is a useful attempt to stimulate students' Chinese learning motivation and interest in learning Chinese culture through Chinese culture teaching. In recent years, experience-based culture teaching has risen quietly, paying attention to students' participation and interaction. Mongolian middle school students are between the ages of 11 and 14 years old. They are lively and active, and they are very curious. The author thinks that the experiential culture teaching can achieve better teaching effect and improve the students' language ability and cultural understanding ability. The main method used in this paper is the method of questionnaire. The object of the questionnaire is middle school students, teachers and some parents of Mongolian "cultivating talents" Chinese middle school. Through a questionnaire survey, we can understand the students' understanding of Chinese culture and their expectations and learning needs in Mongolian "cultivating talents" Chinese school, understand the current teaching situation of Chinese cultural classes, and understand the teachers' views on the cultural activities in the classroom. The current use of Chinese classroom culture teaching methods and teachers in teaching resources and other aspects of the needs. Through interviews with some parents, we can find out how the students come into contact with Chinese culture, their views on experiential teaching and their opinions, and so on. According to the results of the questionnaire investigation, combined with their own teaching observation practice and the exploration of experiential culture teaching, the experiential Chinese culture teaching design for Mongolian middle school students is carried out.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.3

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本文編號(hào)：2452914