發(fā)布時(shí)間：2018-05-11 21:29

  本文選題：非專業(yè) + 漢語(yǔ)口語(yǔ)教學(xué)��； 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：口語(yǔ)教學(xué)是漢語(yǔ)作為第二語(yǔ)言教學(xué)的重要組成部分。在越南,漢語(yǔ)教學(xué)歷史悠久,形式、內(nèi)容豐富多樣。在國(guó)際化迅速發(fā)展的今天,漢語(yǔ)教學(xué)在越南日益深受重視。除了作為專業(yè)教學(xué)以外,各所大學(xué)的非專業(yè)漢語(yǔ)教學(xué)也不斷擴(kuò)大,選擇漢語(yǔ)的學(xué)生也不斷加多。非專業(yè)漢語(yǔ)教學(xué)尤其是口語(yǔ)教學(xué)方法研究對(duì)改善越南漢語(yǔ)教學(xué)質(zhì)量占有重要的地位。本論文題為“越南大學(xué)非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)研究”主要采取調(diào)查研究法、實(shí)驗(yàn)研究法、理論分析法對(duì)越南非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)進(jìn)行現(xiàn)狀研究和對(duì)策研究。其中,考察內(nèi)容主要包括聽(tīng)課觀察實(shí)錄采訪和問(wèn)卷調(diào)查兩類。本文選擇河內(nèi)國(guó)家大學(xué)下屬外語(yǔ)大學(xué)、河內(nèi)國(guó)家大學(xué)下屬社會(huì)人文大學(xué)、河內(nèi)大學(xué)、河內(nèi)百科大學(xué)等四所大學(xué)的非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)作為實(shí)證研究。論文全文共分六章：第一章用來(lái)回顧越南漢語(yǔ)教學(xué)的歷史；第二章對(duì)口語(yǔ)與口語(yǔ)教學(xué)尤其是漢語(yǔ)口語(yǔ)的特點(diǎn)及其教學(xué)進(jìn)行釋義；第三章選擇實(shí)證研究對(duì)越南非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀進(jìn)行考察與分析,闡明其優(yōu)劣；第四章進(jìn)行漢語(yǔ)口語(yǔ)習(xí)得的機(jī)制分析；第五章對(duì)越南大學(xué)非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)策略進(jìn)行探討；第六章作為論文的結(jié)語(yǔ)及建議。經(jīng)研究,本人發(fā)現(xiàn),到目前為止,在越南非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)工作雖然已經(jīng)做出了較大的努力,與聽(tīng)、讀、寫(xiě)等其他技能相比更為可觀,但是也存在著一些不足。教學(xué)內(nèi)容、方法以及課時(shí)尚未達(dá)成一致。大多學(xué)校已經(jīng)將口語(yǔ)分開(kāi)當(dāng)成較為獨(dú)立的課,與聽(tīng)、讀、寫(xiě)并行。但也有的將非專業(yè)漢語(yǔ)教學(xué)作為綜合課進(jìn)行授課。由于學(xué)生的素質(zhì)、學(xué)習(xí)態(tài)度、動(dòng)力以及方法不同,加上教師對(duì)非專業(yè)口語(yǔ)教學(xué)的認(rèn)識(shí)與方法不盡相同導(dǎo)致了學(xué)習(xí)的效果不同。本論文提出了關(guān)于改善越南大學(xué)非專業(yè)漢語(yǔ)口語(yǔ)教學(xué)的一些建議,本論文特別強(qiáng)調(diào),要改善教學(xué)條件,尤其是每個(gè)班的學(xué)生數(shù)額,加強(qiáng)師生課堂教學(xué)的互動(dòng)關(guān)系,通過(guò)豐富的組織教學(xué)活動(dòng),改變學(xué)生的學(xué)習(xí)動(dòng)力,激發(fā)學(xué)生的學(xué)習(xí)興趣及求知欲望才能提高越南非專業(yè)漢語(yǔ)教學(xué)尤其是口語(yǔ)教學(xué)的質(zhì)量。論文可作為越南漢語(yǔ)教學(xué)的參考資料。
[Abstract]:Oral language teaching is an important part of Chinese as a second language teaching. In Vietnam, Chinese teaching has a long history, form and content. With the rapid development of internationalization, the teaching of Chinese has been paid more and more attention in Vietnam. In addition to teaching as a major, the non-professional Chinese teaching in universities is expanding and the number of students choosing Chinese is increasing. The study of non-professional Chinese teaching, especially oral Chinese teaching, plays an important role in improving the quality of Vietnamese Chinese teaching. This thesis is entitled "the study of non-professional spoken Chinese teaching in the University of Vietnam", which mainly adopts the methods of investigation, experimental research and theoretical analysis to study the present situation and countermeasures of the teaching of non-professional Chinese spoken Chinese in Vietnam. Among them, the content of investigation mainly includes two kinds of observation record interview and questionnaire survey. This paper chooses four universities, including Hanoi National University, Hanoi National University, Hanoi National University, Hanoi Encyclopedia University, as an empirical study. The thesis is divided into six chapters: the first chapter is used to review the history of Vietnamese Chinese teaching, the second chapter is to explain the characteristics and teaching of spoken language and spoken Chinese, especially the teaching of spoken Chinese. The third chapter chooses the empirical study to investigate and analyze the current situation of Vietnamese non-professional oral Chinese teaching, and clarifies its advantages and disadvantages, the fourth chapter analyzes the mechanism of oral Chinese acquisition. The fifth chapter discusses the strategies of non-professional oral Chinese teaching in Vietnam University, and the sixth chapter is the conclusion and suggestion of the thesis. Through research, I have found that although the teaching of non-professional spoken Chinese in Vietnam has made great efforts, compared with other skills, such as listening, reading, writing and so on, there are still some shortcomings. No agreement has been reached on the contents, methods and hours of the class. Most schools have separated spoken English as a more independent class, parallel to listening, reading and writing. But there are also non-professional Chinese teaching as a comprehensive course to teach. Due to different students' quality, learning attitude, motivation and methods, and teachers' different understanding and methods of non-professional oral teaching, the effect of learning is different. This paper puts forward some suggestions on how to improve the teaching of non-professional spoken Chinese in Vietnamese University. This paper emphasizes the need to improve the teaching conditions, especially the number of students in each class, and to strengthen the interaction between teachers and students in classroom teaching. Through the rich organization of teaching activities, changing students' learning motivation and arousing students' interest and desire to learn, the quality of Vietnamese non-professional Chinese teaching, especially oral teaching, can be improved. The thesis can be used as a reference for Vietnamese Chinese teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195
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本文編號(hào)：1875700