本文關(guān)鍵詞： 交互式遠程教學 漢語教學模式 “星談”項目 教師培訓　出處：《華中師范大學》2016年博士論文　論文類型：學位論文

【摘要】：隨著信息技術(shù)的快速發(fā)展,教育的手段和形式正在經(jīng)歷著巨大的變化,以可汗學院為代表的翻轉(zhuǎn)課堂,慕課(MOOC:Massive open online course)的跨國合作等種種基于現(xiàn)代通信技術(shù)的新的教育理念和模式正在悄然改變著現(xiàn)代教育的形態(tài)。交互式遠程教學(IDL:Interactive Distance Learning)作為一種新興的教學形式,已經(jīng)引起了教育學界的關(guān)注,堪薩斯大學孔子學院由美國堪薩斯大學,國家漢辦(中國國家漢語國際推廣領(lǐng)導小組辦公室)和華中師范大學聯(lián)合創(chuàng)辦,成立于2006年�；诘貜V人稀的地理特征以及漢語教師缺乏的現(xiàn)狀,該孔院從辦校伊始就與州內(nèi)一所遠程教學服務中心合作,通過互動性電視會議技術(shù)向本地及偏遠地區(qū)學生提供漢語課程,目標就是要把堪薩斯大學孔子學院建成一個交互式遠程漢語教學研究中心。堪薩斯大學孔子學院在這種教學形式上已經(jīng)進行了9年時間的探索和實踐,取得了一定成績,它的教學模式值得我們深入研究。本文首先通過收集相關(guān)材料,分析了美國的外語教學政策和漢語教育,進一步比對了美國《21世紀外語學習標準》與國家漢辦的《國際漢語教學通用課程大綱》,分析了堪薩斯大學孔子學院教學模式所產(chǎn)生的教育環(huán)境和背景。繼而從教學模式的要素角度具體分析了堪薩斯大學孔子學院教學模式的教學理念、教學目標、操作程序和教學評估,并將堪薩斯大學孔子學院的短期項目“星談”(STARTALK)作為一個范例進行了分析,總結(jié)了該模式的特點,構(gòu)建出堪薩斯大學孔子學院以遠程互動式教學為特色的教學模式。另外特別著重從教材的總體構(gòu)想、架構(gòu)、語料、話題以及語言要素等方面詳盡分析了堪薩斯大學孔子學院的高中一年級自編教材。隨后提出了堪薩斯大學孔子學院教學模式存在的問題并提出對策,特別就交互式遠程教學課堂的教師培訓問題對教師們進行了問卷調(diào)查、訪談和觀察研究。最后提出了該模式對國內(nèi)對外漢語教學的幾點啟發(fā)。全文按以上內(nèi)容主要分為四個部分：第一部分為背景知識的介紹,即堪薩斯大學孔子學院的教學環(huán)境,包括美國本土的外語教學政策、標準和教學理念,以及漢語教學的實際發(fā)展情況,分析了影響堪薩斯大學孔子學院教學的因素。第二部分為對堪薩斯大學孔子學院的教學模式具體分析,包括教學理念,教學目標,操作程序,教學評估以及“星談”范例分析。第三部分為堪薩斯大學孔子學院的高中自編教材研究。第四部分為堪薩斯大學孔子學院教學模式存在的問題、對策以及對國內(nèi)對外漢語教學的啟示。
[Abstract]:With the rapid development of information technology, the means and forms of education are undergoing tremendous changes. Various new educational concepts and models based on modern communication technology, such as MOOC: massive open online coursework, are quietly changing the form of modern education. The Confucius Institute of the University of Kansas is jointly established by the University of Kansas, the National Office of the Chinese National leadership Group for the Promotion of Chinese, and the Central China normal University. Founded in 2006, based on the geographical characteristics of vast areas and the lack of Chinese teachers, the school has been working with a distance learning service center in the state since the beginning of the school. Providing Chinese language courses to local and remote students through interactive videoconferencing technology, The goal is to turn the Confucius Institute at the University of Kansas into an interactive research center for distance Chinese teaching. The Confucius Institute at the University of Kansas has been exploring and practicing this teaching form for nine years and has achieved some success. Its teaching model is worthy of further study. Firstly, this paper analyzes the foreign language teaching policy and Chinese education in the United States by collecting relevant materials. In this paper, the author further compares the American Foreign language Learning Standards of 21th century with the National Han Office's General Curriculum for International Chinese Teaching, and analyzes the educational environment and background of the Confucius Institute teaching model at the University of Kansas. From the point of view of the elements of the learning model, this paper analyzes the teaching concept of the Confucius Institute of the University of Kansas. The teaching objectives, operating procedures and teaching evaluation are analyzed, and the characteristics of the model are summarized by analyzing the short term program "Star talk" of the Confucius Institute at the University of Kansas as an example. A teaching model characterized by remote interactive teaching at the Confucius Institute of the University of Kansas is constructed. In addition, it focuses on the overall concept, structure, and corpus of the teaching materials. The topics and language elements are analyzed in detail, and then the problems in the teaching mode of Confucius Institute of Kansas University are put forward and the countermeasures are put forward. In particular, a questionnaire survey was conducted on teachers' training in interactive distance teaching classrooms. Interview and observation. Finally, this paper puts forward some enlightenments on the teaching of Chinese as a foreign language in China. According to the above contents, the thesis is divided into four parts: the first part is the introduction of background knowledge, that is, the teaching environment of Confucius Institute of Kansas University. Including the native American foreign language teaching policies, standards and teaching concepts, as well as the actual development of Chinese language teaching, The second part is the detailed analysis of the teaching mode of the Confucius Institute of the University of Kansas, including the teaching concept, teaching objectives, operating procedures. The third part is the research on the teaching materials of the Confucius Institute of the University of Kansas. Part 4th is about the problems in the teaching mode of the Confucius Institute of the University of Kansas. The countermeasures and the enlightenment to the teaching of Chinese as a foreign language in China.
【學位授予單位】：華中師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：H195

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