【摘要】：新中國(guó)的對(duì)外漢語(yǔ)教學(xué)研究起始于1950年。研究者們以喬姆斯基和克拉申關(guān)于第二語(yǔ)言習(xí)得的理論為基礎(chǔ)，結(jié)合中國(guó)的教學(xué)實(shí)際，不斷探索和研究，取得了豐碩的研究成果。任何理論研究其根本目的都是為了指導(dǎo)實(shí)踐，所以分析對(duì)外漢語(yǔ)課堂教學(xué)案例，反思和總結(jié)其中的優(yōu)點(diǎn)和不足之處，對(duì)于有效提高對(duì)外漢語(yǔ)教學(xué)質(zhì)量無(wú)疑具有積極的作用。本研究依據(jù)所選取的教學(xué)案例，，以對(duì)外漢語(yǔ)教學(xué)理論、第二語(yǔ)言習(xí)得理論、心理語(yǔ)言學(xué)、教育心理學(xué)為理論基礎(chǔ)，綜合運(yùn)用了文獻(xiàn)法、訪談法、課堂觀察法和案例分析法等方法，重點(diǎn)分析了對(duì)外漢語(yǔ)課堂教學(xué)中提問(wèn)、知識(shí)教學(xué)、知識(shí)復(fù)現(xiàn)、任務(wù)型教學(xué)和有效教學(xué)共五個(gè)方面的內(nèi)容。提問(wèn)是課堂教學(xué)中一種常用的教學(xué)方法,也是課堂教學(xué)的一種重要手段，同時(shí)還是教學(xué)中一個(gè)很重要的技能。提問(wèn)運(yùn)用得當(dāng)與否很多時(shí)候直接影響到學(xué)生對(duì)知識(shí)技能的掌握，在語(yǔ)言學(xué)習(xí)中，教師應(yīng)注意提問(wèn)的藝術(shù)，用恰當(dāng)?shù)奶釂?wèn)掌控課堂、促進(jìn)教學(xué)的開(kāi)展。知識(shí)教學(xué)和知識(shí)復(fù)現(xiàn)是任何一門學(xué)科學(xué)習(xí)的基礎(chǔ)，在語(yǔ)言教學(xué)中，這兩者的地位尤為突出，在實(shí)際教學(xué)中若是忽視知識(shí)教學(xué)和知識(shí)復(fù)現(xiàn)，就會(huì)使得后續(xù)學(xué)習(xí)難以深入開(kāi)展。任務(wù)型教學(xué)是近些年語(yǔ)言教學(xué)界較為推崇的一種教學(xué)方法，在第二語(yǔ)言課堂教學(xué)中如果使用得當(dāng)?shù)脑捘苁箤W(xué)生更快更好地融入語(yǔ)言的學(xué)習(xí)環(huán)境和使用環(huán)境，會(huì)使得課堂教學(xué)效率大大提高。關(guān)注教學(xué)的行為，必然要關(guān)注其產(chǎn)生的教學(xué)的效益，通過(guò)是否有效來(lái)衡量教學(xué)行為的價(jià)值，這在對(duì)外漢語(yǔ)教學(xué)中同樣如此。本文所做研究的價(jià)值主要在于：對(duì)具體的、常態(tài)的對(duì)外漢語(yǔ)課堂教學(xué)案例進(jìn)行分析，強(qiáng)調(diào)關(guān)注在實(shí)際操作過(guò)程中所反映出的問(wèn)題，對(duì)于其中的優(yōu)點(diǎn)和不足之處進(jìn)行了總結(jié)，并主要針對(duì)不足進(jìn)行了一定的思考，試圖給出解決的策略，對(duì)于廣大從事對(duì)外漢語(yǔ)教學(xué)工作的教師可以起到借鑒和參考的作用。
[Abstract]:The study of teaching Chinese as a foreign language in New China began in 1950. On the basis of Chomsky and Krashen's theories on second language acquisition and the teaching practice in China, the researchers have made great achievements. The fundamental purpose of any theoretical research is to guide practice, so analyzing the case of teaching Chinese as a foreign language, reflecting on and summarizing its advantages and disadvantages will undoubtedly play a positive role in effectively improving the quality of teaching Chinese as a foreign language. On the basis of the selected teaching cases and the theories of teaching Chinese as a foreign language (TCFL), second language acquisition (SLA), psycholinguistics and educational psychology, this study uses the literature method and interview method. The methods of classroom observation and case analysis are used to analyze the contents of questioning, knowledge teaching, knowledge reproduction, task-based teaching and effective teaching in teaching Chinese as a foreign language. Questioning is a common teaching method in classroom teaching, it is also an important means of classroom teaching, and it is also a very important skill in teaching. In language learning, teachers should pay attention to the art of questioning, control the classroom with proper questions, and promote the development of teaching. Knowledge teaching and knowledge reproduction are the basis of any subject learning. In language teaching, they play an important role. If knowledge teaching and knowledge reproduction are ignored in practical teaching, it will be difficult to carry out further study. Task-based teaching is one of the most popular teaching methods in the field of language teaching in recent years. If used properly in the second language classroom teaching, students can integrate into the learning and using environment of language more quickly and better. It will greatly improve the efficiency of classroom teaching. To pay close attention to the behavior of teaching, we must pay attention to the benefit of teaching, and measure the value of teaching behavior by whether it is effective or not, which is the same in the teaching of Chinese as a foreign language (TCFL). The value of this study mainly lies in: the analysis of specific, normal teaching cases of Chinese as a foreign language, the focus on the problems reflected in the actual operation process, the advantages and disadvantages of which are summarized. And mainly for the lack of some thinking, trying to give the solution of the strategy, for the vast number of teachers engaged in teaching Chinese as a foreign language can play a reference and reference role.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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