【摘要】： 被動(dòng)句教學(xué)在對(duì)外漢語教學(xué)中占有重要的地位。首先,被動(dòng)句具有重要的語法意義,是現(xiàn)代漢語中一種特殊動(dòng)詞謂語句,不僅具有句法功能,而且還具有篇章功能;其次被動(dòng)句在日常生活中出現(xiàn)的頻率較高,被動(dòng)句掌握的好壞直接影響到第二語言學(xué)習(xí)者與操漢語普通話的人之間的日常交際;再次,在敘事性的作品以及新聞和學(xué)術(shù)性文章中,被動(dòng)句的出現(xiàn)頻率也是頗高的。然而,在教學(xué)實(shí)踐中,第二語言學(xué)習(xí)者對(duì)被動(dòng)句的掌握情況并不盡如人意。隨著現(xiàn)代科技的發(fā)展和網(wǎng)絡(luò)技術(shù)的進(jìn)步,多媒體輔助教學(xué)成為一種越來越受到關(guān)注的教學(xué)手段;再加上,理查德·E·邁耶在《多媒體學(xué)習(xí)》一書中提出,圖像加文字比單純地只是用文字更有利學(xué)生學(xué)習(xí);視頻,即動(dòng)態(tài)的圖像同靜止的圖片加文字相比,并不具有明顯優(yōu)勢(shì)。理查德·E·邁耶的結(jié)論能不能推廣到對(duì)外漢語教學(xué)中,是值得懷疑的。本研究考察了不同形式的媒體環(huán)境下被動(dòng)句教學(xué)效果的差異,以求驗(yàn)證理查德·E·邁耶的結(jié)論。 本文分別在不同的教學(xué)環(huán)境(傳統(tǒng)環(huán)境、圖片環(huán)境、視頻環(huán)境)下進(jìn)行被動(dòng)句的教學(xué)實(shí)驗(yàn)。筆者收集數(shù)據(jù)并分析之發(fā)現(xiàn):多媒體環(huán)境下對(duì)外漢語被動(dòng)句的教學(xué)效果,特別是在知識(shí)的遷移方面的教學(xué)效果,明顯優(yōu)于傳統(tǒng)環(huán)境下的教學(xué)效果,但是在知識(shí)的識(shí)記方面,多媒體教學(xué)并不具有明顯優(yōu)勢(shì);在被動(dòng)句的對(duì)外漢語教學(xué)中,視頻環(huán)境下對(duì)外漢語被動(dòng)句的教學(xué)效果與圖片環(huán)境下相比,并不具有明顯優(yōu)勢(shì),這與理查德·E·邁耶的結(jié)論大體是一致的。
[Abstract]:Passive sentence teaching plays an important role in teaching Chinese as a foreign language. First of all, passive sentence has important grammatical meaning, it is a special verb predicate sentence in modern Chinese, which not only has syntactic function, but also has text function. Secondly, the frequency of passive sentences in daily life is higher, and the quality of passive sentence mastery has a direct impact on the daily communication between the second language learners and Mandarin speakers. Thirdly, in narrative works and news and academic articles, passive sentences appear frequently. However, in teaching practice, the second language learners' mastery of passive sentences is not satisfactory. With the development of modern science and technology and the progress of network technology, multimedia assisted teaching has become a more and more concerned teaching means. In addition, Richard E. Meyer argues in "Multimedia Learning" that it is better for students to learn with images and words than simply using words; Video, that is, a dynamic image, has no obvious advantage over a still picture plus text. It is doubtful whether Richard E. Meyer's conclusion can be extended to teaching Chinese as a foreign language. The present study examines the differences in the teaching effects of passive sentences in different media environments in order to verify Richard E. Meyer's conclusions. In this paper, the teaching experiments of passive sentences are carried out in different teaching environments (traditional environment, picture environment, video environment). The author collects the data and analyzes the results: the teaching effect of passive sentence in the multimedia environment, especially in the transfer of knowledge, is obviously better than that in the traditional environment, but in the aspect of knowledge memorization. Multimedia teaching does not have obvious advantages; In the teaching of passive sentence as a foreign language, the teaching effect of passive sentence in video environment is not obvious compared with that in picture environment, which is consistent with Richard E. Meyer's conclusion.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 錢召;漢語綜合課多媒體使用現(xiàn)狀調(diào)查研究[D];南京師范大學(xué);2011年

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本文編號(hào)：2408791