本文關(guān)鍵詞：對外漢語零基礎(chǔ)一對一綜合課教學(xué)設(shè)計(jì)　出處：《安陽師范學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 零基礎(chǔ) 一對一教學(xué) 教學(xué)設(shè)計(jì) 英國學(xué)生

【摘要】：在經(jīng)濟(jì)全球化和文化全球化浪潮的猛烈沖擊下，各領(lǐng)域之間都在不斷地進(jìn)行學(xué)習(xí)交流，其中語言全球化的趨勢更是日趨明顯。在中國大力推廣英語教學(xué)的同時，也有越來越多的英國人開始加入到學(xué)習(xí)漢語的行列中，針對英國留學(xué)生的漢語教學(xué)研究也逐漸活躍豐富起來。除了在英國本土開展?jié)h語教學(xué)之外，，中國國內(nèi)關(guān)于來華留學(xué)生的相關(guān)研究也逐年增多。中國國內(nèi)的對外漢語教學(xué)目前主要有兩種教學(xué)模式：針對群體的集體教學(xué)和以學(xué)習(xí)者本人為主體的一對一教學(xué)。雖然來華學(xué)習(xí)漢語的英國人仍以成年人為主，但是包括少兒在內(nèi)的零基礎(chǔ)學(xué)員日漸增多，已經(jīng)成為這支漢語學(xué)習(xí)大軍中不可忽視的新生力量。因此，針對來華的英國零基礎(chǔ)學(xué)員進(jìn)行的一對一教學(xué)設(shè)計(jì)及個案研究，便有著積極的現(xiàn)實(shí)意義。筆者的教學(xué)對象為一位15歲的英國華裔女生，在2014年暑假對其進(jìn)行了40天的目的語環(huán)境下的漢語教學(xué)，共計(jì)60課時。通過課內(nèi)漢語教學(xué)活動和課外漢語文化體驗(yàn)，幫助該學(xué)生提高漢語能力。本論文是以《明天見》為教學(xué)內(nèi)容所做的一篇對外漢語零基礎(chǔ)一對一綜合課教學(xué)設(shè)計(jì)，旨在為這方面的教學(xué)設(shè)計(jì)提供一點(diǎn)借鑒。 全文共分為四部分： 第一章緒論，主要闡述了論文選題的背景與意義，通過學(xué)習(xí)一對一教學(xué)研究的相關(guān)理論成果，對一對一漢語教育研究現(xiàn)狀有了清楚的認(rèn)識，本論文在已有研究的基礎(chǔ)上選擇恰當(dāng)?shù)难芯糠椒�，運(yùn)用科學(xué)的教學(xué)方法開展教學(xué)活動。 第二章是教學(xué)分析，主要從教學(xué)對象分析和教學(xué)環(huán)境分析兩方面展開。教學(xué)對象分析包括對學(xué)習(xí)者的學(xué)習(xí)動機(jī)、年齡特點(diǎn)、學(xué)能、個人背景等個案研究的分析，以了解掌握學(xué)習(xí)者個性特點(diǎn)和學(xué)習(xí)需求。教學(xué)環(huán)境分析包括教師素質(zhì)和授課環(huán)境的分析，通過對漢語教師的專業(yè)素養(yǎng)和目的語教學(xué)環(huán)境等客觀因素進(jìn)行結(jié)合比對，闡明這些外部因素對對外漢語教學(xué)策略及成效的影響。 第三章展示了《明天見》共計(jì)兩個課時的具體教學(xué)設(shè)計(jì)。在設(shè)計(jì)過程中主要運(yùn)用聽說法進(jìn)行教學(xué)，本著人本主義的教學(xué)理念，及時關(guān)注學(xué)生的心理動態(tài)并適時調(diào)整教學(xué)步驟及節(jié)奏，運(yùn)用多媒體教學(xué)手段、加入小游戲來活躍課堂氣氛，調(diào)動學(xué)生的學(xué)習(xí)積極性。 第四章是教學(xué)設(shè)計(jì)實(shí)施與反思，通過設(shè)計(jì)本課程教學(xué)步驟，結(jié)合實(shí)際課堂教學(xué)效果，對本次教學(xué)設(shè)計(jì)實(shí)施過程中得到的結(jié)果反饋進(jìn)行總結(jié)與反思。
[Abstract]:Under the fierce impact of the tide of economic globalization and cultural globalization, all fields are constantly learning and communicating, among which the trend of language globalization is becoming more and more obvious. At the same time, China is vigorously promoting English teaching. There are more and more Britons begin to join the ranks of learning Chinese, the study of Chinese teaching for British students is also gradually active and rich, in addition to the development of Chinese teaching in the United Kingdom. At present, there are two main teaching modes of teaching Chinese as a foreign language in China:. Group teaching and one-to-one teaching with learners themselves as the main body, although the Britons who come to China to study Chinese are still mainly adults. However, the increasing number of zero-base students, including children, has become a new force that can not be ignored in this Chinese learning army. The one-to-one teaching design and case study for the British zero-base students in China have positive practical significance. The author's teaching object is a 15-year-old Chinese British girl. In 2014, the Chinese language was taught in the target language environment for 40 days in the summer vacation, with a total of 60 class hours, through Chinese teaching activities and extracurricular Chinese cultural experience. This paper aims to provide some references for the teaching design of a one-to-one comprehensive course of zero basis for Chinese as a foreign language, which is based on "see tomorrow" for the purpose of improving the students' Chinese ability. The full text is divided into four parts: The first chapter introduces the background and significance of the topic, through the study of the relevant theoretical results of one-to-one teaching research, there is a clear understanding of the current situation of one-to-one Chinese education research. On the basis of the existing research, this paper chooses the appropriate research methods and carries out teaching activities with scientific teaching methods. The second chapter is teaching analysis, mainly from teaching object analysis and teaching environment analysis. Teaching object analysis includes learners' learning motivation, age characteristics, learning ability. The analysis of individual background and other case studies to understand the individual characteristics and learning needs of learners. The analysis of teaching environment includes the analysis of teachers' quality and teaching environment. By comparing Chinese teachers' professional accomplishment with the objective factors such as the target language teaching environment, this paper expounds the influence of these external factors on the strategies and effects of teaching Chinese as a foreign language. The third chapter shows the specific teaching design of "see you tomorrow" for two hours. In the course of the design, we mainly use the method of listening and speaking to teach, in line with the humanistic teaching concept. We should pay close attention to the students' psychological trends and adjust the teaching steps and rhythm in time. We should join the Mini Game to activate the classroom atmosphere and arouse the students' enthusiasm in learning by means of multimedia teaching. Chapter 4th is teaching design implementation and reflection, through the design of the course teaching steps, combined with the actual classroom teaching effect, the results of the implementation of this teaching design feedback were summarized and reflected.
【學(xué)位授予單位】：安陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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