【摘要】：課堂提問是最普遍并且最重要的教學形式之一,不僅是師生互動融洽相處的橋梁,也是檢驗教學效果的重要手段。課堂提問與對外漢語關系緊密,此外,對外漢語綜合課是一門基礎課,對留學生漢語學習有著重要的入門作用。對外漢語的主要教學目的在于培養(yǎng)學生習得漢語知識,擁有使用漢語進行交際的能力,其學科特點決定了課堂提問在對外漢語課堂中的重要作用。本文選取安徽大學對外漢語初級班的留學生及初級班綜合課的任課教師作為觀察對象。筆者在征得任課教師同意情況下進行錄音及筆錄,通過實際課堂觀察,所獲語料轉寫成文本近萬字。采用課堂觀察、對比分析、案例分析以及定性定量相結合的方法,針對提問類型、提問次數(shù)、提問方式、提問分配、教師反饋等方面進行全面分析。另外,筆者不僅對初級班留學生發(fā)放調(diào)查問卷,還對初級班綜合課的任課教師進行訪談,將最終數(shù)據(jù)進行統(tǒng)計分析并以表格形式展示出來,并對最后得出的結果進行分析和總結。最后,筆者通過對初級綜合課課堂提問的研究分析,針對初級綜合課教師課堂提問存在的問題,從教師課堂提問類型、數(shù)量、策略、教學理念以及教師自身等方面提出參考性建議。筆者深入課堂實際觀察,所獲語料真實可靠。另外,筆者將調(diào)查問卷與教師訪談相結合,這都有助于使得本文研究結論更為準確。筆者以綜合課為焦點,借助本校對外漢語課堂,更便于對本文內(nèi)容進行深入研究、細致挖掘。筆者通過對對外漢語初級綜合課教師課堂提問的研究分析,期望能進一步豐富對外漢語課堂提問理論成果,促進課堂提問的有效運用,也希望能給對外漢語初級綜合課的教師們提供一些有益的參考。
[Abstract]:Classroom questioning is one of the most common and important teaching forms. It is not only a bridge for teachers and students to get along harmoniously, but also an important means to test the teaching effect. Classroom questioning is closely related to Chinese as a foreign language. In addition, comprehensive Chinese as a foreign language course is a basic course, which plays an important role in the introduction of Chinese learning for foreign students. The main purpose of teaching Chinese as a foreign language is to train students to acquire Chinese knowledge and have the ability to communicate with Chinese. This paper selects the foreign students and the teachers of integrated classes of Anhui University as observation objects. With the consent of the teacher, the author recorded and recorded, and through the actual classroom observation, the obtained corpus was translated into the text of nearly ten thousand words. By using the methods of classroom observation, comparative analysis, case analysis and qualitative and quantitative analysis, this paper makes a comprehensive analysis on the types of questions, the times of questioning, the ways of questioning, the allocation of questions, the feedback of teachers and so on. In addition, the author not only gives out questionnaires to junior class students, but also interviews the teachers of junior comprehensive classes. The final data are statistically analyzed and displayed in the form of tables. The final results are analyzed and summarized. Finally, through the research and analysis of the primary comprehensive classroom questioning, the author aims at the problems existing in the primary integrated class teachers' classroom questioning, from the teacher's classroom questioning type, quantity, strategy, Teaching ideas and teachers themselves, and other aspects of the reference suggestions. The author goes deep into the classroom observation, and the obtained corpus is true and reliable. In addition, the author combines the questionnaire with the teacher interview, which helps to make the conclusion of this study more accurate. The author focuses on the comprehensive class, with the help of our school's Chinese as a foreign language classroom, it is more convenient to carry on the thorough research and the meticulous excavation to the content of this article. Through the research and analysis of teachers' questioning in the classroom, the author hopes to further enrich the theoretical achievements of questioning in TCFL and promote the effective use of classroom questioning. I also hope to provide some useful reference for the teachers of Chinese as a foreign language.
【學位授予單位】：安徽大學
【學位級別】：碩士
【學位授予年份】：2018
【分類號】：H195

【參考文獻】

相關期刊論文 前10條

1 李金金;;淺論課堂提問對對外漢語課堂的影響[J];遼寧廣播電視大學學報;2015年04期

2 林李楠;杜曉丹;;教師課堂有效提問策略分析[J];沈陽師范大學學報(社會科學版);2015年05期

3 馮麗娟;;對外漢語教學與課堂提問[J];國際漢語學報;2015年01期

4 黃曉s，

本文編號：2382706