泰國小學(xué)漢語課課堂用語優(yōu)化策略研究
發(fā)布時間：2018-10-29 18:43
【摘要】：課堂用語是漢語作為第二語言教學(xué)的工具,與一般性教師課堂用語相比,漢語教學(xué)使用的課堂用語所面對的對象母語不是漢語,另外學(xué)生處于小學(xué)階段,大多漢語水平比較薄弱,理解能力也相對較低,需要運用更為多樣化的教學(xué)方法,在課堂用語方面也需要下更多的功夫。所以,教學(xué)的目標同樣是培養(yǎng)學(xué)習(xí)者聽、說、讀、寫各方面的語言能力,但小學(xué)階段的教學(xué)任務(wù)更為復(fù)雜和艱巨。筆者結(jié)合在泰國小學(xué)的實習(xí)經(jīng)歷,分析研究了小學(xué)階段的漢語課課堂用語及其策略。 本文運用調(diào)查研究法、觀察研究法、文獻研究法等方法,對泰國小學(xué)漢語課堂教師的教學(xué)用語進行觀察,分析課堂用語中存在的問題,找尋有效的解決方案和策略,旨在對在泰小學(xué)漢語教師提供一些參考。 文章主要從以下幾個部分進行闡述： 第一部分：介紹本課題相關(guān)的國內(nèi)外研究背景及現(xiàn)實意義,總結(jié)了相關(guān)的研究內(nèi)容、方法和所取得的研究成果,并在此基礎(chǔ)上提出了本文的研究內(nèi)容。 第二部分：介紹漢語課堂上教師課堂用語的作用。教師課堂用語是漢語教師進行課堂教學(xué)最基本、最重要的手段和溝通工具,是傳遞信息的載體,對學(xué)生起到了提示和教育的作用,漢語教師課堂用語的價值不可忽視。本文通過對泰國小學(xué)課堂的實地聽課進行觀察和記錄,分析漢語課課堂用語的特殊作用。 第三部分：說明泰國小學(xué)課堂用語的使用現(xiàn)狀。包括教師課堂用語的典型案例和對于調(diào)查問卷的數(shù)據(jù)統(tǒng)計,舉出典型的實例來說明泰國小學(xué)漢語教師課堂用語的現(xiàn)狀,闡述對泰國小學(xué)課堂用語研究的必要性,用實例和數(shù)據(jù)來分析目前課堂用語中存在的問題。 第四部分：依據(jù)對自己和泰國其他小學(xué)課堂中實地考察分析的實例得出的結(jié)果,認真閱讀相關(guān)書籍和文章,參考前輩總結(jié)的漢語教師課堂用語的原則和特點,著重分析泰國小學(xué)漢語課堂自身所具有的特點,提出適用于泰國小學(xué)課堂用語的策略和建議,為在泰漢語教師提供一些參考。
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2
本文編號：2298492
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2
【參考文獻】
相關(guān)期刊論文 前5條
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