本文選題：3P模式 + 交際能力　； 參考：《復(fù)旦大學(xué)》2011年碩士論文

【摘要】：3P模式是目前世界上第二語言教學(xué)的主流模式。該模式把語言教學(xué)分為三個階段：展示(presentation)→練習(xí)(practice)→表達(dá)(production)。它重視的是形式操練、教師有控制地進(jìn)行課堂教學(xué)以及學(xué)生學(xué)習(xí)語言的準(zhǔn)確性。其不足之處在于,比起學(xué)生在真實語境中的實踐,它更重視以教師為中心,忽視了學(xué)生在學(xué)習(xí)中的主體地位,并導(dǎo)致課堂教學(xué)活動缺乏真正交際性。本教學(xué)設(shè)計在充分體現(xiàn)3P模式在語言形式教學(xué)方面的優(yōu)勢的同時,探討將3P模式結(jié)合真實漢語語境的教學(xué)方法,強(qiáng)調(diào)“以學(xué)生為中心”,關(guān)注學(xué)生在對外漢語課堂學(xué)習(xí)中的主體地位,并探討如何在3P模式的對外漢語課堂教學(xué)中為學(xué)生提供真正交際的機(jī)會。首先在課堂教學(xué)前加入“準(zhǔn)備”(preparation)環(huán)節(jié),其次在預(yù)習(xí)中設(shè)定“調(diào)查采訪”的任務(wù),促使學(xué)生在真實語境中和中國人交流,而且在之后設(shè)定“表現(xiàn)”(performance)環(huán)節(jié),為學(xué)生提供自由表達(dá)思想、發(fā)現(xiàn)語言錯誤的機(jī)會。另外將“展示”(presentation)和“操練”(practice)結(jié)合成一個環(huán)節(jié),針對之前“表現(xiàn)”中學(xué)生所出現(xiàn)的問題,用多種教學(xué)活動訓(xùn)練學(xué)生的漢語技能。最后設(shè)置“產(chǎn)出”(production)環(huán)節(jié),讓學(xué)生在之前學(xué)習(xí)知識結(jié)構(gòu)、操練生詞句型的基礎(chǔ)上,用漢語自由表達(dá)某一任務(wù)。本教學(xué)設(shè)計選擇《我的漢語教室(中級一)》的第九課《帶他們?nèi)ツ睦锿鎯汉媚亍返囊黄n文作為實踐教材,選擇日本成人小班為實驗組。在實驗組教學(xué)的同時,本教學(xué)設(shè)計還將設(shè)置對照組,在教學(xué)通過實驗組和對照組進(jìn)行比較分析后,教學(xué)設(shè)計將得到改進(jìn),并以改善組的實踐進(jìn)行驗證。通過實驗發(fā)現(xiàn),改良的3P模式能夠通過預(yù)習(xí)培養(yǎng)學(xué)生的學(xué)習(xí)習(xí)慣,保證課堂時間的有效分配；通過調(diào)查活動促使學(xué)生和中國人交流,提供了運用漢語的真實語境；“表現(xiàn)”和“產(chǎn)出”使學(xué)生在課堂操練中獲得的交際能力得到有效檢測和鞏固。同時也發(fā)現(xiàn)諸多不足：預(yù)習(xí)的不可控性,學(xué)生在課前預(yù)習(xí)時的壓力過大,課堂教學(xué)時間緊張。改善方法為控制預(yù)習(xí)的數(shù)量和質(zhì)量,并且更加嚴(yán)格地控制課堂教學(xué)活動時間安排。經(jīng)過改善,學(xué)生的課堂接受效果有了進(jìn)一步地提高。
[Abstract]:The 3 P mode is the main mode of second language teaching in the world. The model divides language teaching into three stages: showing (presentation) practice (practice) expression (production). It pays attention to formal practice, teachers' controlled classroom teaching and the accuracy of students' language learning. Its shortcoming is that it pays more attention to teacher-centered than students' practice in real context, neglects students' main position in learning, and leads to the lack of real communication in classroom teaching activities. While fully embodying the advantages of the 3P model in language form teaching, this teaching design explores the teaching method of combining the 3P model with the real Chinese context, emphasizing "student-centered". This paper focuses on the main position of students in the classroom learning of TCFL and discusses how to provide students with real communication opportunities in the teaching of TCSL with the 3P model. First, the "prepare" (preparation) link is added before the classroom teaching, and secondly, the task of "investigation and interview" is set in the preview to encourage students to communicate with the Chinese in the real context, and then to set up the "performance" (performance) link. To provide students with the opportunity to express their ideas freely and to discover language errors. In addition, combining "display" (presentation) and "practice" (practice) into one link, aiming at the problems of "performance" in middle school students before, we train students' Chinese skills with a variety of teaching activities. Finally, the "output" (production) link is set up so that students can express a task freely in Chinese on the basis of learning the knowledge structure and practicing the sentence patterns of new words. This teaching design chooses the text of lesson 9 of "my Chinese classroom (Intermediate 1)" where to take them to play "as the practical teaching material, and chooses the small class of Japanese adults as the experimental group. At the same time, the teaching design of the experimental group will also set up a control group. After the teaching is compared and analyzed between the experimental group and the control group, the teaching design will be improved and verified by the practice of the improved group. Through experiments, it is found that the improved 3P model can cultivate students' study habits and ensure the effective allocation of classroom time through preview, promote students to communicate with Chinese through investigation activities, and provide the real context of using Chinese. "performance" and "output" can effectively test and consolidate the communicative competence acquired by students in class practice. At the same time, many shortcomings are found: the uncontrollability of preview, the pressure of students to prepare before class, and the tight classroom teaching time. The methods are to control the quantity and quality of preparation, and to control the schedule of classroom teaching activities more strictly. After improvement, students' classroom acceptance effect has been further improved.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 陸曉偉;漢語綜合課課堂小組活動設(shè)計與實踐初探[D];廣西大學(xué);2012年

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本文編號：2052089