本文選題：對(duì)外漢語(yǔ)課堂教學(xué) + 短期項(xiàng)目��； 參考：《亞太教育》2016年03期

【摘要】：筆者有幸于2015年夏擔(dān)任美國(guó)CLS政府獎(jiǎng)學(xué)金西安暑期項(xiàng)目的對(duì)外漢語(yǔ)教師。在參與此次項(xiàng)目的實(shí)踐后,筆者深刻體會(huì)到無(wú)論何種教學(xué)模式,備課都是教學(xué)過(guò)程中極為重要的一部分。針對(duì)對(duì)外漢語(yǔ)課堂,由于教學(xué)對(duì)象、教學(xué)模式及教學(xué)目標(biāo)的不同,教師對(duì)學(xué)生的了解情況成為對(duì)課堂教學(xué)影響較大的因素。"備學(xué)生"成為短期項(xiàng)目中推動(dòng)課堂教學(xué)的重要因素。
[Abstract]:The author was fortunate to be a teacher of Chinese as a foreign language teacher at the CLS Government Scholarship in Xi'an Summer Program in the summer of 2015. After participating in the practice of this project, the author deeply realized that no matter what teaching mode, preparing lessons is an extremely important part of the teaching process. In view of the different teaching objects, teaching models and teaching objectives, teachers' understanding of students has become a major factor affecting classroom teaching. " Preparing students "has become an important factor in promoting classroom teaching in short-term projects."
【作者單位】： 陜西師范大學(xué);
【分類號(hào)】：H195

【參考文獻(xiàn)】

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本文編號(hào)：1840220