本文選題：對(duì)外漢語口語教學(xué)　切入點(diǎn)：動(dòng)畫片　出處：《伊犁師范學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：漢語作為第二語言的教學(xué)有著悠久的歷史,隨著漢語學(xué)習(xí)者越來越多樣化的學(xué)習(xí)需求和學(xué)習(xí)目的,我們?cè)诮虒W(xué)過程中對(duì)教學(xué)資源的需求不能僅僅局限于教材所提供的內(nèi)容。要學(xué)習(xí)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(xué)習(xí)者在潛移默化的學(xué)習(xí)過程中掌握該種語言,并靈活使用。因此,需要教學(xué)工作者不斷尋找擴(kuò)充并豐富教學(xué)資源,中文影視作品就是一種很好的教學(xué)資源。但影視作品內(nèi)容復(fù)雜、質(zhì)量參差不齊,因此,在教學(xué)過程中應(yīng)選擇合適類型的影視作品應(yīng)用在不同課型的教學(xué)過程中。本文基于文化輔助教學(xué)、語用與語境、二語習(xí)得和視聽法教學(xué)四個(gè)方面的理論基礎(chǔ),采用文獻(xiàn)研究法、問卷調(diào)查法和實(shí)證研究方法,以中文動(dòng)畫片《新大頭兒子小頭爸爸》為語料庫(kù),對(duì)伊犁師范學(xué)院100名初級(jí)水平階段的留學(xué)生進(jìn)行漢語口語教學(xué)與習(xí)得進(jìn)行研究。具體的研究項(xiàng)目分別從漢語口語語音、詞匯、句子以及簡(jiǎn)單成段表達(dá)四個(gè)方面的訓(xùn)練展開,研究結(jié)果為對(duì)外漢語初級(jí)口語教學(xué)帶來以下啟示。第一,在漢語口語教學(xué)中,應(yīng)提供給學(xué)生盡可能鮮活實(shí)用的口語學(xué)習(xí)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(xué)與現(xiàn)實(shí)生活中的口語交流進(jìn)行科學(xué)融合,讓學(xué)生在使用語言交流和接觸語言知識(shí)的過程中,習(xí)得更加牢固的漢語口語表達(dá)能力。第二,在漢語口語教學(xué)中,應(yīng)針對(duì)學(xué)生的學(xué)習(xí)薄弱項(xiàng)安排有重點(diǎn)的口語訓(xùn)練。不同的學(xué)生群體可能存在互不相同的薄弱點(diǎn),教師應(yīng)在設(shè)計(jì)具體教學(xué)環(huán)節(jié)之前,詳盡了解調(diào)查學(xué)生的薄弱點(diǎn),在具體的教學(xué)活動(dòng)中有目的、有重點(diǎn)地進(jìn)行漢語口語能力訓(xùn)練。第三,在漢語口語教學(xué)中,應(yīng)及時(shí)了解和挖掘?qū)W生學(xué)習(xí)興趣和障礙所在。抓住學(xué)生興趣點(diǎn)并緊扣教學(xué)目標(biāo),選取合乎學(xué)生學(xué)習(xí)興趣,滿足學(xué)生學(xué)習(xí)需求動(dòng)畫的教學(xué)資源,以此來活躍教與學(xué)的課堂氣氛。在此基礎(chǔ)上,調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性。排除影響到教學(xué)效果的主、客觀因素,對(duì)學(xué)生提出的問題給予及時(shí)的解答和指導(dǎo),為今后的教學(xué)活動(dòng)的順利開展排除不利因素。本文希望在選擇和補(bǔ)充漢語口語教學(xué)資源、培養(yǎng)并提高學(xué)生口語學(xué)習(xí)興趣、訓(xùn)練并提升學(xué)生口語表達(dá)能力等方面做出創(chuàng)新性的教學(xué)活動(dòng)設(shè)計(jì)構(gòu)想,使今后的對(duì)外漢語口語教學(xué)資源有所擴(kuò)充和豐富,使教學(xué)方法和手段有所改善和進(jìn)步,為對(duì)外漢語初級(jí)口語教學(xué)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(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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