【摘要】：在語言學習的“聽”“說”“讀”“寫”中,“聽”最為關鍵,處于首要地位。在日常生活中,“聽懂”是交際的前提和基礎,只有先聽懂對方的語言,才能說出或表達出自己的話語和語言意義,所以聽力教學在對外漢語教學中處于一個關鍵的位置。筆者通過實踐教學發(fā)現(xiàn),在對外漢語初級聽力課堂上,學生剛剛接觸漢語,對漢語還沒有系統(tǒng)的認識,老師和學生都要面臨很多困難和挑戰(zhàn),尤其是韓國學生容易將韓語語法的思維習慣用到漢語的學習中,出現(xiàn)“母語負遷移”的現(xiàn)象,在學習中還會常常會出現(xiàn)不知道該聽什么、該怎么聽的情況,時間久了不僅會影響學生學習漢語的積極性,而且還會打擊學生學習的自信心。全文共分為六個部分,第一部分介紹了研究思路和方法,概述了選題緣起及研究價值,并且從國內和國外分別闡述了對外漢語教學的研究現(xiàn)狀。第二部分首先根據實際教學情況,從漢語水平、學生特點和學習特點三方面介紹了學生的基本情況,接著從教學情況、教學目標和教學內容三方面介紹了課堂教學情況。第三部分首先介紹了支架式教學法的理論基礎、教學環(huán)節(jié)和常見的學習支架類型等內容,然后概述了聽力課的性質、聽力理解的一般認知過程以及聽力認知模型的構建。最后,探了將支架式教學與聽力課在理論上進行結合的教學模式。第四部分結合前一部分的理論探究成果,選取一課進行教學設計。第五部分根據第四部分的教學設計進行了理論和實際相結合的具體分析,發(fā)現(xiàn)了一些問題,并針對這些問題提出了解決策略。第六部分,對全文進行總結。
[Abstract]:In language learning, listening, speaking, reading and writing are the most important and most important. In daily life, "understanding" is the premise and foundation of communication. Only when we understand the language of the other person, can we speak or express our own words and language meanings. Therefore, listening teaching plays a key role in teaching Chinese as a foreign language. Through practical teaching, the author finds that in the primary listening class of Chinese as a foreign language, students have just come into contact with Chinese and have no systematic understanding of Chinese. Both teachers and students have to face many difficulties and challenges. In particular, Korean students are apt to use the thinking habits of Korean grammar in the study of Chinese, and the phenomenon of "negative transfer of mother tongue" occurs. In learning, they often do not know what to listen to and how to listen. A long time will not only affect the enthusiasm of students to learn Chinese, but also affect the self-confidence of students. This paper is divided into six parts. The first part introduces the research ideas and methods, summarizes the origin and research value of the topic, and expounds the current research situation of teaching Chinese as a foreign language at home and abroad. The second part firstly introduces the basic situation of the students from three aspects: the level of Chinese, the characteristics of students and the characteristics of learning, and then introduces the situation of classroom teaching from three aspects: the teaching situation, the teaching goal and the teaching content. The third part first introduces the theoretical basis, teaching links and common types of learning scaffolds, and then summarizes the nature of listening class, the general cognitive process of listening comprehension and the construction of listening cognitive model. Finally, the paper explores the theoretical combination of scaffolding teaching and listening class. The fourth part combines the former part of the theoretical research results, select a lesson for teaching design. In the fifth part, according to the teaching design of the fourth part, the author makes a concrete analysis of the combination of theory and practice, finds out some problems, and puts forward some solutions to these problems. The sixth part summarizes the full text.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H195

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