發(fā)布時(shí)間：2018-01-01 21:38

  本文關(guān)鍵詞：泰國(guó)初級(jí)漢語(yǔ)綜合課中的情景運(yùn)用及案例分析　出處：《山東師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 漢語(yǔ)課堂 情景運(yùn)用 泰國(guó) 可理解性 案例分析

【摘要】：漢語(yǔ)作為第二語(yǔ)言教學(xué)正如火如荼地展開。海外漢語(yǔ)教學(xué)是不容忽視的一部分。而教師在授課過(guò)程中，面對(duì)著一項(xiàng)復(fù)雜且現(xiàn)實(shí)的難題：在缺乏目的語(yǔ)環(huán)境下，如何上好對(duì)外漢語(yǔ)課。本人作為國(guó)家漢辦派出的赴泰志愿者，在為期一學(xué)年的海外教學(xué)實(shí)踐中發(fā)現(xiàn)，情景在漢語(yǔ)課上起著巨大的作用。而目前國(guó)內(nèi)相關(guān)研究的現(xiàn)狀，卻大多停留在對(duì)目的語(yǔ)國(guó)家中留學(xué)生漢語(yǔ)教學(xué)的研究，或是英語(yǔ)教學(xué)的研究。針對(duì)海外漢語(yǔ)教學(xué)中情景運(yùn)用的研究還比較少。主要是針對(duì)情景教學(xué)法的研究，對(duì)情景在課堂中其他作用研究比較少。這些都是促使我決定研究這個(gè)論題的原因。我相信通過(guò)對(duì)這個(gè)論題的研究和發(fā)掘，可以促使人們更加重視課堂中情景的運(yùn)用，加強(qiáng)其在海外漢語(yǔ)課堂中的情景應(yīng)用意識(shí)。本文由三大部分構(gòu)成：第一部分，包括研究背景及現(xiàn)狀、相關(guān)理論基礎(chǔ)、教學(xué)對(duì)象分析。本文擬對(duì)關(guān)于情景運(yùn)用的研究背景及研究現(xiàn)狀進(jìn)行簡(jiǎn)要的文獻(xiàn)綜述，同時(shí)區(qū)分情景、情景教學(xué)、情景運(yùn)用幾個(gè)概念的異同。另外還注重情景與語(yǔ)言某種天然的聯(lián)系，意識(shí)到建構(gòu)主義、刺激反應(yīng)理論、可理解性輸入假說(shuō)與低情感過(guò)濾假說(shuō)對(duì)課堂中情景運(yùn)用的影響。該部分還要具體介紹當(dāng)?shù)貙W(xué)校漢語(yǔ)教學(xué)的相關(guān)情況。 第二部分，主要闡釋說(shuō)明情景具體應(yīng)用領(lǐng)域、如何較好地運(yùn)用情景、應(yīng)該注意的一些問(wèn)題。情景運(yùn)用在課堂中主要體現(xiàn)在以下四個(gè)方面：一是可以充當(dāng)媒介語(yǔ)，進(jìn)行師生間的交流溝通；二是可以針對(duì)教學(xué)點(diǎn)內(nèi)容，有意識(shí)地進(jìn)行相應(yīng)的情景教學(xué)設(shè)計(jì)；三是利用突發(fā)的課堂情景進(jìn)行實(shí)踐教學(xué)，四是有助于師生共同營(yíng)造良好的情景氛圍。而在實(shí)際課堂中，教師要有意識(shí)地構(gòu)建信息差，激發(fā)學(xué)生們“猜”的主動(dòng)性；有意識(shí)地構(gòu)建起真實(shí)情景，讓學(xué)生在真實(shí)情景中去理解和使用語(yǔ)言。這樣的話，情景在課堂中會(huì)得到更好地運(yùn)用。而在課堂情景運(yùn)用中，我們還應(yīng)當(dāng)注意體態(tài)語(yǔ)、學(xué)生可理解性和可接受性，以及情景的復(fù)現(xiàn)與糾正等問(wèn)題。這些問(wèn)題都將在文中予以體現(xiàn)。 第三部分，主要結(jié)合本人一次完整的初級(jí)漢語(yǔ)綜合課課堂進(jìn)行情景運(yùn)用案例分析和總結(jié)。通過(guò)大量的實(shí)證，本文認(rèn)為在初級(jí)漢語(yǔ)課中，尤其是在師生間沒(méi)有共同語(yǔ)言進(jìn)行溝通的情況下，情景可以作為媒介語(yǔ)進(jìn)行溝通交流。情景運(yùn)用在漢語(yǔ)課堂中占有重要地位，應(yīng)該得到廣泛的運(yùn)用。但究竟該如何發(fā)揮情景的這些作用，還需要在實(shí)踐中進(jìn)一步挖掘深層的東西和注意一些問(wèn)題。而目前的實(shí)際情況是：海外初級(jí)漢語(yǔ)綜合課中運(yùn)用情景獲得了很好的效果,得到了學(xué)生的歡迎。但在良好的效果背后，同時(shí)也存在一些問(wèn)題：如課堂時(shí)間浪費(fèi)，教師備課難度增加，，考驗(yàn)教師控制能力的問(wèn)題等。此篇文章，應(yīng)能為海外非目的語(yǔ)環(huán)境漢語(yǔ)課堂中情景運(yùn)用提供可借鑒之處。
[Abstract]:Chinese as a second language teaching is in full swing. Overseas Chinese teaching is a part that can not be ignored. In the process of teaching, teachers are faced with a complex and realistic problem: in the absence of target language environment. How to teach Chinese as a foreign language. As a volunteer sent by the Chinese National Office to Thailand, I found it in overseas teaching practice for one school year. The situation plays an important role in the Chinese class. However, the current situation of the relevant studies in China is mostly focused on the study of the Chinese teaching of foreign students in the target language countries. Or the study of English teaching. There are few researches on situational use in overseas Chinese teaching, mainly on situational teaching. There is little research on the other roles of the situation in the classroom. These are the reasons why I decided to study this topic. I believe that through the study and exploration of this topic. This paper consists of three parts: the first part, including the research background and current situation, and the relevant theoretical basis. This paper intends to make a brief literature review on the research background and current situation of situational application, and at the same time distinguish between situational and situational teaching. In addition, it pays attention to the natural relation between situation and language, realizes constructivism, and stimulates the theory of response. The influence of comprehensible input hypothesis and low affective filtering hypothesis on classroom situational use. This part also introduces the relevant situation of Chinese teaching in local schools. The second part, mainly explains the situation specific application domain, how to use the situation well. Some problems should be paid attention to. The application of the scene in the classroom is mainly reflected in the following four aspects: first, can act as a medium for communication between teachers and students; Second, we can consciously carry out the corresponding situational teaching design according to the content of teaching points; The third is the use of unexpected classroom scenes for practical teaching, the fourth is to help teachers and students to create a good atmosphere. But in the actual classroom, teachers should consciously construct poor information. Stimulate students to "guess" initiative; Consciously construct the real situation so that the students can understand and use the language in the real situation. In this way, the situation will be better used in the classroom. We should also pay attention to the problems of body language, students' comprehensibility and acceptability, as well as the repetition and correction of the situation. These problems will be reflected in the paper. The third part, mainly combined with a complete primary Chinese comprehensive class to carry out situational analysis and summary. Through a large number of empirical, this paper believes that in the primary Chinese class. Especially when there is no common language for communication between teachers and students, the situation can be used as a medium for communication. The use of scene plays an important role in the Chinese classroom. Should be widely used. But how to play these roles of the situation. It is also necessary to dig deeper things and pay attention to some problems in practice. However, the actual situation is that the use of the situation in the overseas primary Chinese comprehensive course has achieved good results. Has been welcomed by students. But behind the good results, there are also some problems: such as classroom time waste, teachers more difficult to prepare lessons, the test of teachers' ability to control, and so on. It should be able to provide reference for the use of situation in the Chinese classroom in the foreign non-target language environment.
【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】：2014
【分類號(hào)】：H195.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 楊宛平;西班牙初級(jí)漢語(yǔ)綜合課情境教學(xué)初探[D];北京外國(guó)語(yǔ)大學(xué);2014年

本文編號(hào)：1366333