本文選題：高級(jí)階段 + 對(duì)外漢語(yǔ)�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：對(duì)外漢語(yǔ)課堂提問(wèn)在對(duì)外漢語(yǔ)教學(xué)中有重要意義,而高級(jí)階段對(duì)外漢語(yǔ)課堂提問(wèn)的表現(xiàn)更加明顯。雖然學(xué)界對(duì)于對(duì)外漢語(yǔ)課堂提問(wèn)已有研究,但大多作為對(duì)外漢語(yǔ)教學(xué)方法中一個(gè)很小的部分一帶而過(guò),而且研究主要集中于對(duì)外漢語(yǔ)課堂提問(wèn)內(nèi)容方面,缺乏對(duì)外漢語(yǔ)課堂提問(wèn)形式的研究,缺乏系統(tǒng)性細(xì)節(jié)性研究,所以本文從現(xiàn)存現(xiàn)狀出發(fā)分析問(wèn)題,補(bǔ)充總結(jié)高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)的形式分類(lèi)等,旨在提高高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)的質(zhì)量,從而促進(jìn)留學(xué)生漢語(yǔ)水平的提高。本文共分為七章:第一章,闡述選題背景、意義和現(xiàn)有研究成果,以及對(duì)整個(gè)研究的設(shè)計(jì)。第二章,對(duì)本文相關(guān)概念的界定,包括對(duì)外漢語(yǔ)課堂提問(wèn)、高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn),并且闡述高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)的作用。第三章,從形式和內(nèi)容兩個(gè)角度對(duì)高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)進(jìn)行分類(lèi)分析。第四章,從當(dāng)前高級(jí)對(duì)外漢語(yǔ)課堂實(shí)際出發(fā),提出分析現(xiàn)存問(wèn)題,對(duì)當(dāng)前高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)現(xiàn)狀進(jìn)行真實(shí)總結(jié)。第五章,針對(duì)現(xiàn)存問(wèn)題提出四種行之有效的高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)策略。第六章,提出了高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)所遵循的原則。第七章,高級(jí)對(duì)外漢語(yǔ)課堂提問(wèn)教學(xué)設(shè)計(jì),整個(gè)文章的一個(gè)應(yīng)用型展示,以教學(xué)設(shè)計(jì)的方式,將研究的所有結(jié)論整合在一堂課的教學(xué)設(shè)計(jì)當(dāng)中。在漢語(yǔ)熱持續(xù)升溫的今天,越來(lái)越多的留學(xué)生希望能有更多的機(jī)會(huì)說(shuō)漢語(yǔ),而不僅僅是課堂的知識(shí)學(xué)習(xí),對(duì)外漢語(yǔ)課堂提問(wèn)正是轉(zhuǎn)變單純知識(shí)講解的一種重要方式,是適應(yīng)時(shí)代要求的一種教學(xué)方法。
[Abstract]:The questioning of TCFL is of great significance in teaching Chinese as a foreign language (TCFL), and the performance of questioning in TCFL at advanced stage is more obvious. Although scholars have studied the question of Chinese as a foreign language (TCFL) classroom, most of them have been passed by as a small part of the teaching method of TCFL, and the research has mainly focused on the content of the questioning in TCFL classroom. Lack of research on the form of questioning in TCFL, lack of systematic and detailed research, so this paper analyzes the problems from the existing situation, and summarizes the formal classification of questioning in advanced TCFL, etc. The purpose of this paper is to improve the quality of questioning in advanced Chinese as a foreign language class and to promote the improvement of the Chinese level of foreign students. This paper is divided into seven chapters: the first chapter describes the background of the topic, significance and existing research results, as well as the design of the whole study. The second chapter, the definition of the related concepts, including the Chinese as a foreign language classroom questions, advanced Chinese as a foreign language classroom questions, and elaborate the role of advanced Chinese as a foreign language classroom questions. The third chapter classifies the advanced Chinese as a foreign language classroom questions from the aspects of form and content. The fourth chapter, from the reality of the current advanced Chinese as a foreign language classroom, put forward the analysis of the existing problems, the current advanced Chinese as a foreign language classroom questioning status of a true summary. Chapter five puts forward four effective strategies for questioning advanced Chinese as a foreign language classroom. Chapter six puts forward the principles of questioning in advanced Chinese as a foreign language classroom. In the seventh chapter, the teaching design of advanced Chinese as a foreign language classroom questioning, an application-oriented display of the whole article, integrates all the conclusions of the research into the teaching design of one class in the way of teaching design. Today, with the increasing popularity of Chinese, more and more foreign students hope to have more opportunities to speak Chinese, not just classroom knowledge learning. Questioning in TCFL classroom is an important way to change pure knowledge explanation. It is a teaching method to meet the needs of the times.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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