【摘要】：教材對(duì)一門學(xué)科的發(fā)展至關(guān)重要,并且有著非常特殊的作用的,無論是對(duì)老師還是對(duì)學(xué)生來說,教材都能起到一個(gè)導(dǎo)向的作用。且在教學(xué)內(nèi)容上,教材也是占據(jù)最大比例的,教材的好與壞,對(duì)老師的教學(xué)效果和學(xué)生的學(xué)習(xí)效果都有非常直接的影響�，F(xiàn)在的對(duì)外漢語教材各式各樣,甚至很雜亂,對(duì)于對(duì)外漢語的研究雖日益豐富,然而針對(duì)中學(xué)高級(jí)漢語教材進(jìn)行分析的研究卻十分少見,而從使用者的角度去評(píng)估現(xiàn)有教材的調(diào)查研究就更是難覓蹤跡,這就造成了無從選擇教材,也無法根據(jù)對(duì)教材的分析評(píng)估來改進(jìn)教學(xué)的現(xiàn)實(shí)狀況。注意,這里所說的使用者主要是指學(xué)習(xí)者,但也包括教師。本論文首先對(duì)國(guó)內(nèi)外教材評(píng)估理論進(jìn)行闡述,并據(jù)此加以分析,在此基礎(chǔ)上筆者提出了一個(gè)針對(duì)中學(xué)生的、對(duì)外漢語高級(jí)階段教材的完整的評(píng)估框架。這個(gè)評(píng)估框架是筆者通過對(duì)教材的使用者,即教師和學(xué)生,進(jìn)行了大量的調(diào)查后總結(jié)形成的。接著筆者從實(shí)證的角度出發(fā),通過教材的使用者對(duì)《漢語教程》和《博雅漢語》進(jìn)行評(píng)估,并對(duì)結(jié)果作了比較和分析。最后,通過對(duì)中學(xué)對(duì)外漢語高級(jí)階段的學(xué)習(xí)者對(duì)教材的需求情況的調(diào)查,筆者以此為基礎(chǔ)上,得出了如下的結(jié)論:教材要考慮到中學(xué)生的接受心理,教材的重點(diǎn)難點(diǎn)應(yīng)該以循序漸進(jìn)為原則,不可出現(xiàn)跨越太大的現(xiàn)象。針對(duì)中學(xué)階段,它雖不同于小學(xué)階段,但這個(gè)階段也同樣應(yīng)當(dāng)關(guān)注學(xué)生學(xué)習(xí)興趣的激發(fā),而且不能安排過多的語法,否則學(xué)生會(huì)產(chǎn)生畏難心理。中學(xué)階段的練習(xí)應(yīng)該采用多種形式,以激發(fā)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性。教材需要給學(xué)生提供一個(gè)可達(dá)成的目標(biāo),這樣學(xué)生們的學(xué)習(xí)才會(huì)有動(dòng)力。針對(duì)高級(jí)階段,雖不同于初級(jí)、中級(jí)階段,但此階段也同樣不能安排令人枯燥乏味的課文,而且教材內(nèi)容難易程度的過渡一定要平滑。并且,高級(jí)階段不能只關(guān)注于語法和課文的難度,也不能僅關(guān)注于詞匯量的擴(kuò)大,必須要讓學(xué)生掌握實(shí)際運(yùn)用的能力才可以。最后,本文針對(duì)學(xué)習(xí)者對(duì)教材的需求進(jìn)行了調(diào)查,提出了有針對(duì)性的對(duì)策和建議,教材的選用必須具有實(shí)用性、針對(duì)性、系統(tǒng)性和科學(xué)性。本文的創(chuàng)新之處在于,以教材的使用者為評(píng)估者,擬定了一個(gè)中學(xué)對(duì)外漢語高級(jí)階段教材評(píng)估的標(biāo)準(zhǔn),希望能給對(duì)外漢語教材的后續(xù)研究提供一定的參考價(jià)值。
[Abstract]:Teaching materials are very important to the development of a subject and play a very special role, both for teachers and students, textbooks can play a guiding role. In the teaching content, the teaching material also occupies the largest proportion, the good and bad of the textbook have a very direct influence on the teaching effect of the teacher and the study effect of the students. Nowadays, the teaching materials for Chinese as a foreign language are various and even very messy. Although the research on Chinese as a foreign language is increasingly abundant, the research on the analysis of senior Chinese teaching materials in middle schools is very rare. It is even more difficult to find a way to evaluate the existing textbooks from the perspective of users, which makes it impossible to choose textbooks and to improve the actual situation of teaching according to the analysis and evaluation of teaching materials. Note that the users here mainly refer to learners, but also teachers. Based on the analysis of the theory of textbook evaluation at home and abroad, the author puts forward a complete evaluation framework for the advanced stage textbooks of TCFL for middle school students. The evaluation framework is concluded by a large number of surveys on the users of textbooks, that is, teachers and students. Then the author evaluates the Chinese course and Boya Chinese through the users of the textbook, and compares and analyzes the results. Finally, through the investigation of the students' demand for teaching materials at the advanced stage of foreign language in middle schools, the author draws the following conclusions: the textbooks should take the acceptance psychology of middle school students into account. The key and difficult points of teaching materials should be based on the principle of gradual progress. In view of the middle school stage, it is different from the primary school stage, but this stage should also pay attention to the students' interest in learning, and can not arrange too much grammar, otherwise, the students will be afraid of difficulties. In order to stimulate students' learning enthusiasm and initiative, the middle school practice should adopt various forms. Textbooks need to provide students with an achievable goal so that they will be motivated to learn. For the advanced stage, although it is different from the primary stage and the intermediate stage, it is also not possible to arrange boring texts in this stage, and the transition of the content of the textbook must be smooth. Moreover, the advanced stage should not only focus on the difficulty of grammar and text, but also on the enlargement of vocabulary. Finally, this paper investigates the learners' demand for teaching materials, and puts forward some countermeasures and suggestions. The selection of textbooks must be practical, targeted, systematic and scientific. The innovation of this paper is that, taking the users of the textbooks as the evaluators, the author has drawn up a standard for the evaluation of teaching materials in the advanced stage of teaching Chinese as a foreign language in middle schools, hoping to provide some reference value for the follow-up study of the teaching materials as a foreign language.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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