【摘要】：今年九月,新疆維吾爾自治區(qū)教育廳制定并下發(fā)了《南疆雙語教育質(zhì)量提升行動計劃》,該計劃總體目標(biāo)其中有一點提出:“雙語教育質(zhì)量穩(wěn)步提高,民語言普通班教學(xué)質(zhì)量同步提升,學(xué)生和家長對雙語教育的滿意度進一步提高�！彪p語教育質(zhì)量的提升,歸根到底,落實在雙語課堂教學(xué)有效性上,作為雙語教學(xué)中重要方面的漢語教學(xué),開展?jié)h語課堂教學(xué)有效性的研究,對于提高其雙語教育質(zhì)量至關(guān)重要。本論文在建構(gòu)漢語課堂教學(xué)有效性分析框架的基礎(chǔ)上,通過問卷調(diào)查、師生訪談、個案研究等方法對喀什市區(qū)及縣城小學(xué)漢語課堂教學(xué)進行了實證研究,從中發(fā)現(xiàn)當(dāng)前漢語課堂教學(xué)中存在的問題,并提出相對應(yīng)的解決對策。本論文共四章,第一章建構(gòu)漢語課堂教學(xué)有效性的分析框架,第二章對喀什地區(qū)漢語課堂教學(xué)的有效性做總體分析,第三章通過個案研究具體考察了專家型教師和新手型教師課堂教學(xué)的實際情況,第四章,歸納總結(jié)問題,提出相對應(yīng)的解決策略。第一章闡釋漢語課堂教學(xué)有效性的分析框架。漢語課堂教學(xué)有效性是漢語教師基于課程標(biāo)準(zhǔn),遵循教育規(guī)律,以盡可能少的時間、精力投入,促使學(xué)生掌握更多語言知識,并吸引學(xué)生進入后續(xù)漢語的學(xué)習(xí),它是價值、效果、效率、吸引力的統(tǒng)一。本論文的分析框架包括四個維度九個指標(biāo),具體從教師和學(xué)生兩個角度分析課堂教學(xué)的有效性問題。針對具體指標(biāo),筆者編制了課堂教學(xué)教學(xué)有效性的問卷,包括教師問卷和學(xué)生問卷。第二章漢語課堂教學(xué)有效性的問卷調(diào)查。通過對喀什市區(qū)Q小學(xué)、B小學(xué)、S小學(xué)、莎車縣城E小學(xué)、S小學(xué)、H小學(xué)的200名漢語教師和200名學(xué)生進行問卷調(diào)查,從整體上了解當(dāng)前喀什地區(qū)漢語課堂教學(xué)狀況,并對可能存在的問題進行討論與分析。第三章漢語課堂教學(xué)有效性的個案研究。針對由莎車縣Q小學(xué)的兩名教師,專家型J教師與新手型K教師所形成的同課異構(gòu),并結(jié)合對兩位教師及兩個班級學(xué)生的問卷調(diào)查與訪談,學(xué)生的作業(yè)等對比分析兩節(jié)漢語課的教學(xué)有效性,并總結(jié)出教師教學(xué)、學(xué)生學(xué)習(xí)中存在的問題。第四章總結(jié)漢語課堂教學(xué)中存在的問題及提出對策建議。針對問卷調(diào)查與課例分析存在的問題進歸納總結(jié),并提出要提升漢語課堂教學(xué)的有效性,必須加強對漢語課程標(biāo)準(zhǔn)的解讀;優(yōu)化教學(xué)設(shè)計;加強對課堂教學(xué)行為的反思,提高教師教學(xué)實踐技能,尤其是口語表達能力和教學(xué)方法的運用。
[Abstract]:In September this year, the Education Department of the Xinjiang Uygur Autonomous region formulated and issued the "Action Plan for improving the quality of Bilingual Education in South Xinjiang." the overall goal of the plan is: "the quality of bilingual education has steadily improved. The quality of teaching in the ordinary classes has been improved simultaneously, and the satisfaction of students and parents in bilingual education has been further improved. " The improvement of bilingual education quality, in the final analysis, the implementation of bilingual classroom teaching effectiveness, as an important aspect of bilingual teaching, to carry out a study of the effectiveness of Chinese classroom teaching, to improve the quality of bilingual education is very important. On the basis of constructing an analysis framework of the effectiveness of Chinese classroom teaching, this paper makes an empirical study on Chinese classroom teaching in primary schools in Kashi city and county by means of questionnaires, interviews between teachers and students, and case studies. This paper finds out the existing problems in Chinese classroom teaching and puts forward corresponding solutions. This thesis consists of four chapters. The first chapter constructs an analytical framework of the effectiveness of Chinese classroom teaching. The second chapter makes a general analysis of the effectiveness of Chinese classroom teaching in Kashi region. Chapter three investigates the actual situation of classroom teaching of expert teachers and novice teachers by case study. Chapter four summarizes the problems and puts forward the corresponding solutions. The first chapter explains the analysis framework of the effectiveness of Chinese classroom teaching. The effectiveness of Chinese classroom teaching is that Chinese teachers follow the rules of education based on curriculum standards, devote as little time and energy as possible, promote students to master more language knowledge and attract students into the follow-up study of Chinese, it is a value. Unity of effect, efficiency, and attractiveness. The analysis framework of this paper includes four dimensions and nine indicators, and analyzes the effectiveness of classroom teaching from the perspectives of teachers and students. According to the specific indicators, the author compiled the classroom teaching effectiveness questionnaire, including teacher questionnaire and student questionnaire. The second chapter is a questionnaire survey on the effectiveness of Chinese classroom teaching. A questionnaire survey was conducted among 200 Chinese teachers and 200 students from Qu B Primary School in Kashi City, and 200 Chinese teachers and 200 students from Primary School No. S of Shache County, so as to understand the current situation of Chinese classroom teaching in Kashi area as a whole. The possible problems are discussed and analyzed. Chapter three is a case study of the effectiveness of Chinese classroom teaching. Aiming at the isomerism of the same class formed by the two teachers in Q Primary School in Sha'che County, the expert J teacher and the novice K teacher, and the questionnaire survey and interview among the two teachers and the two class students. This paper analyzes the teaching effectiveness of the two Chinese classes and summarizes the problems existing in teachers' teaching and students' learning. Chapter four summarizes the existing problems in Chinese classroom teaching and puts forward some suggestions. This paper sums up the problems existing in the questionnaire survey and lesson case analysis, and points out that in order to improve the effectiveness of Chinese classroom teaching, we must strengthen the interpretation of Chinese curriculum standards, optimize the teaching design, and strengthen the reflection on classroom teaching behavior. To improve teachers' practical teaching skills, especially the ability of oral expression and the application of teaching methods.
【學(xué)位授予單位】：喀什大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2

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