【摘要】：2015年,中國超過法國,成為繼美國、英國之后世界第三大留學(xué)生輸入國。其中,有超過2萬名日本人在華留學(xué),在日本海外留學(xué)人數(shù)中占比最大。然而,在當(dāng)前對日漢語教學(xué)實(shí)踐中,很多教師沿用著更適合歐美留學(xué)生的課堂教學(xué)設(shè)計(jì),沒有照顧到日本人學(xué)習(xí)漢語的具體特點(diǎn),這種一刀切的課堂教學(xué)設(shè)計(jì)讓教學(xué)效果大打折扣。課堂教學(xué)設(shè)計(jì)是否適合日本人成為每位教師必須首先思考和亟待解決的問題。文章以對日漢語初級綜合課教學(xué)為例,探討課堂教學(xué)設(shè)計(jì)問題。以日本人漢語學(xué)習(xí)特點(diǎn)和教學(xué)實(shí)際為研究起點(diǎn),以對外漢語課堂教學(xué)設(shè)計(jì)的相關(guān)理論和研究成果為指導(dǎo),結(jié)合具體教學(xué)實(shí)踐,以《發(fā)展?jié)h語?初級綜合(Ⅰ)》第九課《你今天有什么安排》為例,以鄭大西亞斯國際教育學(xué)院2015級日本班12名學(xué)生為教學(xué)對象,為其設(shè)計(jì)了一份對日漢語課堂教學(xué)設(shè)計(jì)詳案,并對本次初級綜合課教學(xué)設(shè)計(jì)提出幾點(diǎn)思考,希望為對日漢語教育從業(yè)者提供有意義的借鑒和參考。第1章闡述了研究背景、研究目的和意義、研究方法和研究現(xiàn)狀。第2章對教學(xué)環(huán)境、教學(xué)對象、教學(xué)課型和教學(xué)教材進(jìn)行詳細(xì)分析,為第3章課堂教學(xué)設(shè)計(jì)的展開做好鋪墊。在教學(xué)對象分析中,重點(diǎn)從正負(fù)“遷移”的角度,闡述日本人在漢語學(xué)習(xí)過程中有別于他國學(xué)生的獨(dú)特特點(diǎn),并在此基礎(chǔ)上,闡述適合日本人的教學(xué)原則和教學(xué)方法。第3章以《你今天有什么安排》為例,先對教學(xué)目標(biāo)、教學(xué)內(nèi)容進(jìn)行闡述,然后介紹了教學(xué)方法、教學(xué)工具和教學(xué)時(shí)間,最后以第2章闡述為基礎(chǔ)設(shè)計(jì)了一份詳實(shí)的課堂教學(xué)設(shè)計(jì)方案。第4章從“教”與“學(xué)”兩方面進(jìn)行客觀教學(xué)評價(jià),驗(yàn)證了課堂教學(xué)設(shè)計(jì)的有效性和可行性,并對本次課堂教學(xué)設(shè)計(jì)提出幾點(diǎn)反思,對教學(xué)設(shè)計(jì)中出現(xiàn)的問題給出解決方案。最后部分對論文做了簡明小結(jié)。
[Abstract]:In 2015, China overtook France as the world's third largest importer of international students after the United States and Britain. Among them, more than 20,000 Japanese study in China, the largest proportion of Japanese overseas. However, in the current practice of teaching Chinese to Japan, many teachers have followed the classroom teaching design that is more suitable for foreign students in Europe and the United States, without taking into account the specific characteristics of Japanese learning Chinese. This kind of one-size-fits-all classroom teaching design greatly reduces the teaching effect. Whether or not the classroom teaching design is suitable for Japanese teachers must be considered and solved first. Taking the teaching of Japanese Chinese as an example, this paper discusses the design of classroom teaching. With the characteristics of Japanese Chinese learning and teaching practice as the starting point, with the relevant theories and research results of the teaching design of Chinese as a foreign language as a guide, combined with the specific teaching practice, to develop Chinese? Elementary synthesis (鈪，

本文編號：2136639