本文選題：對外漢語口語教學　切入點：動畫片　出處：《伊犁師范學院》2017年碩士論文　論文類型：學位論文

【摘要】：漢語作為第二語言的教學有著悠久的歷史,隨著漢語學習者越來越多樣化的學習需求和學習目的,我們在教學過程中對教學資源的需求不能僅僅局限于教材所提供的內(nèi)容。要學習并掌握一種語言,必須要有相關(guān)文化背景的滲透和了解,才能使學習者在潛移默化的學習過程中掌握該種語言,并靈活使用。因此,需要教學工作者不斷尋找擴充并豐富教學資源,中文影視作品就是一種很好的教學資源。但影視作品內(nèi)容復雜、質(zhì)量參差不齊,因此,在教學過程中應選擇合適類型的影視作品應用在不同課型的教學過程中。本文基于文化輔助教學、語用與語境、二語習得和視聽法教學四個方面的理論基礎(chǔ),采用文獻研究法、問卷調(diào)查法和實證研究方法,以中文動畫片《新大頭兒子小頭爸爸》為語料庫,對伊犁師范學院100名初級水平階段的留學生進行漢語口語教學與習得進行研究。具體的研究項目分別從漢語口語語音、詞匯、句子以及簡單成段表達四個方面的訓練展開,研究結(jié)果為對外漢語初級口語教學帶來以下啟示。第一,在漢語口語教學中,應提供給學生盡可能鮮活實用的口語學習資源。教材中的口語資源只停留在書面上,需要我們把漢語口語教學與現(xiàn)實生活中的口語交流進行科學融合,讓學生在使用語言交流和接觸語言知識的過程中,習得更加牢固的漢語口語表達能力。第二,在漢語口語教學中,應針對學生的學習薄弱項安排有重點的口語訓練。不同的學生群體可能存在互不相同的薄弱點,教師應在設計具體教學環(huán)節(jié)之前,詳盡了解調(diào)查學生的薄弱點,在具體的教學活動中有目的、有重點地進行漢語口語能力訓練。第三,在漢語口語教學中,應及時了解和挖掘?qū)W生學習興趣和障礙所在。抓住學生興趣點并緊扣教學目標,選取合乎學生學習興趣,滿足學生學習需求動畫的教學資源,以此來活躍教與學的課堂氣氛。在此基礎(chǔ)上,調(diào)動學生的學習主動性。排除影響到教學效果的主、客觀因素,對學生提出的問題給予及時的解答和指導,為今后的教學活動的順利開展排除不利因素。本文希望在選擇和補充漢語口語教學資源、培養(yǎng)并提高學生口語學習興趣、訓練并提升學生口語表達能力等方面做出創(chuàng)新性的教學活動設計構(gòu)想,使今后的對外漢語口語教學資源有所擴充和豐富,使教學方法和手段有所改善和進步,為對外漢語初級口語教學研究有所啟發(fā)和思考。
[Abstract]:The teaching of Chinese as a second language has a long history. As Chinese learners become more and more diverse in their learning needs and purposes, The need for teaching resources in the teaching process cannot be limited to the content provided by the textbook. To learn and master a language, we must have the infiltration and understanding of the relevant cultural background. In order to enable learners to master the language and use it flexibly in the process of learning, it is necessary for teaching staff to constantly seek to expand and enrich teaching resources. Chinese film and television works are a good teaching resource. However, the content of film and television works is complex and the quality is not uniform, so, In the process of teaching, we should choose the appropriate type of film and television works to be applied in the teaching process of different classes. Based on the four theoretical foundations of culture-assisted teaching, pragmatics and context, second language acquisition and audiovisual teaching, this paper adopts the literature research method. Questionnaire survey and empirical research methods, taking the Chinese cartoon "Big Tou son and Little head Dad" as the corpus, This paper studies the oral Chinese teaching and acquisition of 100 foreign students at the primary level in Yili normal College. The specific research projects are carried out from four aspects of Chinese oral pronunciation, vocabulary, sentence and simple segmental expression, respectively. The results of the study bring the following enlightenment to the primary oral Chinese teaching as a foreign language. First, in the teaching of oral Chinese, students should be provided with as fresh and practical oral learning resources as possible. It is necessary for us to integrate oral Chinese teaching with oral communication in real life, so that students can acquire stronger oral Chinese expression ability in the process of using language communication and contact with language knowledge. Second, In oral Chinese teaching, we should focus on the students' weak points in learning. Different groups of students may have different weaknesses, and teachers should design specific teaching links before, To investigate the weakness of the students in detail, to train the oral ability of Chinese in a purposeful and focused way in specific teaching activities. Third, in the teaching of spoken Chinese, We should know and excavate the students' interest and obstacle in time, grasp the point of students' interest and stick to the teaching goal, select the teaching resources which accord with the students' learning interest and meet the students' learning needs. On the basis of this, we can arouse the students' learning initiative, eliminate the subjective and objective factors that affect the teaching effect, and give timely answers and guidance to the questions raised by the students. In order to remove the unfavorable factors for the smooth development of teaching activities in the future, this paper hopes to select and supplement the resources of oral Chinese teaching, to cultivate and improve the students' interest in oral English learning. To train and improve the students' oral expression ability, to design innovative teaching activities, to expand and enrich the teaching resources of spoken Chinese as a foreign language, and to improve and improve the teaching methods and means. For the study of primary oral Chinese as a foreign language teaching and thinking.
【學位授予單位】：伊犁師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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