本文關(guān)鍵詞： 對(duì)外漢語 課堂提問 泰國　出處：《西南大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著中國的國際地位在世界上大幅度提升,漢語在國際上也越來越受到重視,無論是在國內(nèi)還是國外,學(xué)習(xí)漢語的人數(shù)不斷增加,一直保持著上升的趨勢(shì)。本文主要選擇對(duì)外漢語教學(xué)課堂提問環(huán)節(jié)進(jìn)行分析、調(diào)查和研究,目的在于提高漢語教學(xué)的質(zhì)量和漢語教師的教學(xué)技巧。 課堂提問是課堂互動(dòng)的關(guān)鍵環(huán)節(jié),尤其是在漢語作為第二語言教學(xué)中顯得尤為重要。提問方式和角度的不同,不但影響著學(xué)生的思維方式和學(xué)習(xí)效果,還影響著課堂氛圍和學(xué)生的參與積極性。教師們需要采取有效的教學(xué)技巧和不同的教學(xué)方法,盡量營造輕松自由的課堂氛圍,使學(xué)生們?cè)跐h語課堂上多開口說話,從而達(dá)到語言習(xí)得的目的。課堂提問也是學(xué)生進(jìn)行口語鍛煉的主要途徑,有效的課堂提問為順利開展課堂教學(xué)和取得良好的教學(xué)效果奠定了堅(jiān)實(shí)的基礎(chǔ)。可見,如何進(jìn)行有效地提問,怎樣更好地激發(fā)學(xué)生自覺運(yùn)用所學(xué)語言進(jìn)行學(xué)習(xí)和交流,都是我們需要研究的問題。 本文從理論和實(shí)踐入手,通過課堂觀察、問卷調(diào)查、訪談等方式,并充分利用自己在泰國教授漢語的實(shí)踐經(jīng)歷,對(duì)泰國合艾市對(duì)外漢語教學(xué)課堂提問狀況進(jìn)行了較為全面、深入的調(diào)查。并且對(duì)該城市漢語教學(xué)課堂提問存在的問題進(jìn)行總結(jié)和分析,提出了相應(yīng)地策略和技巧。 本論文大致劃分為以下六個(gè)部分： 第一部分是緒論。主要介紹了選題的原因、背景、意義、文獻(xiàn)綜述、理論基礎(chǔ)等。 第二部分是關(guān)于對(duì)外漢語教學(xué)課堂提問的理論認(rèn)識(shí)。主要介紹了漢語教學(xué)課堂提問的特點(diǎn),原則、功能等。 第三部分是關(guān)于泰國合艾市三所學(xué)校對(duì)外漢語教學(xué)課堂提問的現(xiàn)狀。主要呈現(xiàn)了課堂觀摩、問卷調(diào)查以及訪談的結(jié)果。 第四部分是關(guān)于泰國合艾市三所學(xué)校對(duì)外漢語教學(xué)課堂提問存在問題和原因的探析。主要從教師客觀認(rèn)識(shí)和評(píng)價(jià)、學(xué)生的反應(yīng)、提問的類型、等待時(shí)間等方面進(jìn)行研究。 第五部分是關(guān)于泰國合艾市三所學(xué)校對(duì)外漢語教學(xué)課堂提問的策略和技巧。主要是對(duì)其存在的問題,探索出相應(yīng)的技巧,例如：提高教師理論素養(yǎng)、注重情感的真誠投入、靈活進(jìn)行自我分析等。 第六部分是結(jié)論和反思。
[Abstract]:As China's international status has greatly increased in the world, more and more attention has been paid to Chinese in the world. Whether at home or abroad, the number of people learning Chinese has been increasing. The main purpose of this paper is to improve the quality of Chinese teaching and the teaching skills of Chinese teachers. Classroom questioning is a key link in classroom interaction, especially in the teaching of Chinese as a second language. Teachers need to adopt effective teaching techniques and different teaching methods to create a relaxed and free classroom atmosphere so that students can speak more in Chinese classes. In order to achieve the purpose of language acquisition, classroom questioning is also the main way for students to practice oral English. Effective classroom questioning has laid a solid foundation for the smooth implementation of classroom teaching and the achievement of good teaching results. How to ask questions effectively and how to motivate students to use the language they have learned to learn and communicate are all the problems we need to study. This paper starts with theory and practice, through classroom observation, questionnaire investigation, interview and so on, and makes full use of the experience of teaching Chinese in Thailand, and makes a more comprehensive analysis of the situation of questioning in classroom teaching of Chinese as a foreign language in Heai City, Thailand. It also summarizes and analyzes the problems existing in the classroom questioning of Chinese teaching in this city, and puts forward the corresponding strategies and techniques. This thesis is divided into the following six parts:. The first part is the introduction. It mainly introduces the reasons, background, significance, literature review, theoretical basis and so on. The second part mainly introduces the characteristics, principles and functions of the questioning in the Chinese Teaching as a Foreign language (TCFL) classroom. The third part is about the current situation of classroom questioning in three schools in Heai, Thailand. It mainly presents the results of classroom observation, questionnaire and interviews. The 4th part is about the analysis of the problems and causes of the classroom questioning in the three schools of Heai City, Thailand, mainly from the teachers' objective understanding and evaluation, the students' reaction, the types of questions, the waiting time and so on. The 5th part is about the strategies and techniques of questioning in the classroom of teaching Chinese as a foreign language in three schools in Heai City, Thailand. The main purpose is to explore the corresponding skills to solve the existing problems, such as improving the teachers' theoretical literacy and paying attention to the sincere devotion of emotion. Flexible self-analysis, etc. Part 6th is the conclusion and reflection.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

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