發(fā)布時(shí)間：2018-01-15 15:11

  本文關(guān)鍵詞：翻轉(zhuǎn)教學(xué)模式在留學(xué)生中國文化課堂中的應(yīng)用與實(shí)踐　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 翻轉(zhuǎn)教學(xué)模式 留學(xué)生 中國文化課堂 應(yīng)用與實(shí)踐

【摘要】：近幾年,隨著計(jì)算機(jī)技術(shù)的發(fā)展和教育界的課程改革,傳統(tǒng)教學(xué)模式越來越無法滿足教學(xué)要求,“以學(xué)生為中心”的教學(xué)理念也逐漸成為主流,在此背景下翻轉(zhuǎn)教學(xué)模式應(yīng)運(yùn)而生。作為一種新式教學(xué)模式,國內(nèi)外關(guān)于翻轉(zhuǎn)教學(xué)模式的研究正如火如荼,研究成果也逐漸豐富,這為本文研究提供了有力支撐,但是關(guān)于翻轉(zhuǎn)教學(xué)模式在留學(xué)生中國文化課中的應(yīng)用與實(shí)踐研究非常少。所以本文研究以山東師范大學(xué)國際教育學(xué)院中國文化課留學(xué)生為研究對(duì)象,結(jié)合教學(xué)實(shí)踐、課堂觀察、調(diào)查問卷和訪談等多種研究方法,探究翻轉(zhuǎn)教學(xué)模式在留學(xué)生中國文化課中應(yīng)用與實(shí)踐的可行性、實(shí)踐效果以及師生態(tài)度等方面,以此為翻轉(zhuǎn)教學(xué)模式和中國文化教學(xué)研究貢獻(xiàn)一點(diǎn)力量。本文主要通過真實(shí)的課堂實(shí)踐研究翻轉(zhuǎn)教學(xué)模式在留學(xué)生中國文化課堂中的應(yīng)用情況,并且得出以下結(jié)論:第一,翻轉(zhuǎn)教學(xué)模式是科學(xué)的,在留學(xué)生中國文化課堂上的應(yīng)用也是可行的,且效果良好。第二,翻轉(zhuǎn)教學(xué)模式應(yīng)用于留學(xué)生中國文化課堂,強(qiáng)調(diào)了學(xué)生的主體性和個(gè)性化,有利于因材施教,增強(qiáng)學(xué)生文化學(xué)習(xí)的積極性以及對(duì)中國文化的興趣。第三,翻轉(zhuǎn)教學(xué)模式應(yīng)用于留學(xué)生中國文化課堂對(duì)教師也提出了要求。教師首先要盡快接受新理念,轉(zhuǎn)變傳統(tǒng)的課堂角色,變“課堂的主導(dǎo)者”為“課堂的指導(dǎo)者”。其次,在翻轉(zhuǎn)教學(xué)模式下教師的任務(wù)量增大,所以教師要協(xié)調(diào)好教學(xué)質(zhì)與量的問題。第四,翻轉(zhuǎn)教學(xué)模式雖然極大改善了文化課的教學(xué)效果,但卻不能完全替代傳統(tǒng)教學(xué)模式。在今后的教學(xué)中應(yīng)該結(jié)合兩者的優(yōu)點(diǎn),使其更好地為中國文化教學(xué)服務(wù)。最后本研究也發(fā)現(xiàn)了存在的問題并提出了相應(yīng)的建議:第一,翻轉(zhuǎn)教學(xué)模式雖在留學(xué)生中國文化課堂上是可應(yīng)用的,但并不是所有內(nèi)容都適用,所以我們還需要深入研究翻轉(zhuǎn)教學(xué)模式與對(duì)外漢語文化教學(xué)的適用范圍。第二,翻轉(zhuǎn)教學(xué)模式在我國對(duì)外漢語課堂中的應(yīng)用還處于探索階段,在研究過程中我們要從本國國情出發(fā),從國內(nèi)學(xué)校的實(shí)際情況出發(fā),切不能盲目照搬。第三,翻轉(zhuǎn)教學(xué)模式不是萬能的也不是一成不變的,我們要靈活使用該模式,在不違背基本內(nèi)涵的前提下可創(chuàng)新該模式,使其更好地為學(xué)生和教師服務(wù)。
[Abstract]:In recent years, with the development of computer technology and the curriculum reform of the educational circles, the traditional teaching mode is more and more unable to meet the teaching requirements, and the "student-centered" teaching concept has gradually become the mainstream. As a new teaching model, the research on the flipping teaching model is in full swing at home and abroad, and the research results are also gradually rich. This provides a strong support for this study. However, there are very few researches on the application and practice of flipping teaching model in the Chinese culture course for foreign students. Therefore, this paper takes the Chinese cultural students of Shandong normal University International Education College as the research object. Combining with teaching practice, classroom observation, questionnaire and interview, this paper explores the feasibility, practical effect and attitude of teachers and students in the application and practice of flipping teaching mode in Chinese cultural classes for foreign students. This paper mainly through the real classroom practice to study the application of the flipping teaching model in the Chinese culture classroom for foreign students. And draw the following conclusions: first, the flipping teaching model is scientific, the application in the Chinese culture classroom for foreign students is also feasible, and the effect is good. The flipping teaching model is applied to the Chinese culture classroom of foreign students, which emphasizes the students' subjectivity and individuation, which is beneficial to the teaching of students according to their aptitude, and strengthens the enthusiasm of students' cultural learning and their interest in Chinese culture. Third. The application of the flipping teaching mode to the Chinese culture classroom for foreign students also requires teachers to accept the new concept as soon as possible and to change the traditional classroom role. Change "the leader of the classroom" to "the instructor of the classroom". Secondly, the quantity of the teacher's task increases under the mode of flipping teaching, so the teacher should coordinate the problem of teaching quality and quantity. 4th. Although the flipping teaching mode has greatly improved the teaching effect of culture course, it can not completely replace the traditional teaching mode. In the future teaching, we should combine the advantages of both. Finally, this study also found the existing problems and put forward the corresponding suggestions: first, the flipping teaching model is applicable in the Chinese culture classroom for foreign students. But not all of the content is applicable, so we also need to further study the flip teaching model and the scope of application of teaching Chinese as a foreign language. Second. The application of flipping teaching mode in Chinese as a foreign language classroom is still in the exploratory stage. In the process of research, we should proceed from the national conditions and the actual situation of domestic schools, and we must not copy blindly. Third. The flipping teaching mode is not omnipotent or inflexible. We should use this model flexibly and innovate it without violating the basic connotation so as to make it better serve for students and teachers.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3;G434

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