本文關(guān)鍵詞：對外漢語聽力教學(xué)的問題與建議　出處：《山東大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

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【摘要】：目前高校里的對外漢語教學(xué)主要按照聽、說、讀、寫分技能設(shè)課,聽力課一般作為必修課而存在,聽力技能的訓(xùn)練對于學(xué)生其他語言能力的發(fā)展至關(guān)重要,但聽力課的實際課堂教學(xué)效果一般,成為對外漢語教學(xué)中的薄弱環(huán)節(jié)。針對這一問題,不少學(xué)者從課程、教材、技巧等方面進行聽力教學(xué)研究,取得了不少成果。然而制約聽力課教學(xué)發(fā)展的問題仍未得到解決,聽力課堂的教學(xué)效果有待提高。 本文以傳播學(xué)的視角,在重點章節(jié)運用傳播學(xué)理論以及教育學(xué)、心理學(xué)理論,結(jié)合實證對聽力課堂教學(xué)進行研究。在聽力課堂傳播活動中,聽力教師是傳播者,學(xué)生是受眾,傳播者和受眾是聽力課堂傳播的兩大主體；聽力課堂的傳播活動是雙向的,傳播者和受眾會相互轉(zhuǎn)化；聽力教師、學(xué)生、教材、教學(xué)媒介因素都對聽力課堂傳播效果產(chǎn)生影響。 筆者對山東大學(xué)和北京語言大學(xué)留學(xué)生和聽力教師展開調(diào)查,考察傳播主體的特征、傳播主體對聽力課堂傳播效果和傳播要素的評價和建議。共收回有效問卷171份,其中初、中級留學(xué)生163份、聽力教師8份；訪談聽力教師8人,高級視聽說課學(xué)生5人。調(diào)查分析結(jié)果顯示,對外漢語聽力課的重要性得到90%以上聽力教師和留學(xué)生的認同；留學(xué)生對聽力課堂傳播過程的滿意度一般；影響學(xué)生滿意度的最重要因素是教材和教學(xué)方法,其中教材的難度與學(xué)生的焦慮感確一定的相關(guān)性,教學(xué)方法直接影響到了學(xué)生的興趣和注意力；聽力教師與學(xué)生都更傾向于選擇視聽說課。 本文基于以上的調(diào)查分析結(jié)果提出可行性律議。首無.存聽力課堂傳播中.教師要重視學(xué)生的反饋,全面采集反饋信息,并根據(jù)學(xué)生的反饋及時調(diào)整聽力教學(xué)；其次,,i發(fā)適合學(xué)生需求的聽力教材,注意合理設(shè)置聽力教材的多樣性、真實性和難度,開發(fā)針對不同階段的視聽說教材；第三,運用適當(dāng)?shù)慕虒W(xué)方法,注意教學(xué)方法的多樣化、交際性、互動性；最后,優(yōu)化聽力課程設(shè)置,完善開展視聽說課的條件。
[Abstract]:At present, the teaching of Chinese as a foreign language in colleges and universities is mainly based on listening, speaking, reading and writing skills. Listening courses generally exist as compulsory courses. The training of listening skills is of great importance to the development of students' other language abilities. However, the actual classroom teaching effect of listening lesson is general, which becomes a weak link in teaching Chinese as a foreign language. In view of this problem, many scholars have conducted listening teaching research from curriculum, teaching materials, skills and so on. Many achievements have been made. However, the problems restricting the development of listening teaching have not been solved, and the effect of listening teaching needs to be improved. This paper, from the perspective of communication, applies the theory of communication, pedagogy and psychology to the study of listening classroom teaching. The listening teacher is the communicator, the student is the audience, the communicator and the audience are the two main bodies of the listening classroom communication; The communication activity in listening classroom is two-way, the communicator and the audience will transform each other; Listening teachers, students, teaching materials, teaching media factors all have an impact on the effect of listening classroom communication. The author investigates the students and listening teachers of Shandong University and Beijing language and Culture University to investigate the characteristics of the main body of communication. A total of 171 effective questionnaires were collected, of which 163 were intermediate students and 8 were listening teachers. Interview 8 listening teachers and 5 senior audio-visual students. The results show that the importance of listening lessons as a foreign language has been recognized by more than 90% listening teachers and international students. The students' satisfaction with the process of listening communication is general; The most important factors affecting students' satisfaction are the teaching materials and teaching methods, in which the difficulty of teaching materials and the anxiety of students are certain correlation, teaching methods directly affect the interest and attention of students; Both listening teachers and students tend to choose audiovisual classes. Based on the results of the above investigation and analysis, this paper puts forward the feasibility law. First, no. Teachers should pay attention to students' feedback and collect feedback information. And according to the feedback of students, timely adjustment of listening teaching; Secondly, we should give out listening materials suitable for students' needs, pay attention to the diversity, authenticity and difficulty of listening textbooks, and develop audio-visual teaching materials for different stages. Third, use appropriate teaching methods, pay attention to the diversity of teaching methods, communicative, interactive; Finally, optimize the listening curriculum, improve the conditions for the development of audiovisual classes.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：H195

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