本文關鍵詞： 綜合教學法 行動研究 泰國漢語教學　出處：《中央民族大學》2012年碩士論文　論文類型：學位論文

【摘要】：外語教學的方法多種多樣,而且隨著時代的變遷在不斷變化。對外漢語教育界的專家學者們對教學方法的研究也在不斷改革和深化。這些教學法有翻譯法、視聽法、認知法、聽說法、任務法、交際法、全身反應法、綜合法等等。但是有一條共識就是針對不同的學習者使用的教學方法應有所不同,需要根據(jù)學習者的年齡、背景、漢語水平等等因素來決定教學方法。本文在調(diào)查研究的基礎上,希望通過實驗教學探討適合泰國素叻府中學甚至適合整個泰國中學生的漢語課堂教學的教學方法。 研究者運用行動研究的方法,研究大致經(jīng)過三個步驟：教學觀察階段 在這一階段,研究者以泰國素叻府phunphinpittayakhom中學的漢語課堂的教學為觀察對象,通過課堂觀察、對學生進行問卷調(diào)查和與府中其他漢語教師座談的形式總結素叻府中學漢語課堂的主要問題。結果表明,大部分漢語教師由于教學方法不當,導致在教學效率、教學效果、課堂組織、學生興趣等方面出現(xiàn)了很多問題。同時,通過閱讀大量的文獻資料,研究者發(fā)現(xiàn),綜合教學法既能汲取各種教學方法之長,在具體教學中又不排斥任何一種教學法,根據(jù)學習者、教學目的等因素,哪種方法最能滿足教學需要就采用哪種教學方法,是非�？扇〉�。 聽說法在增強學生對所學內(nèi)容的記憶方面有很明顯的效果,避免大量使用母語；交際法通過模擬和創(chuàng)造真實的情景,為學生的漢語交際能力提供了很好的鍛煉機會；全身反應法提倡設計帶有游戲性質(zhì)的教學環(huán)節(jié),能夠活躍課堂氣氛,減少學習者的焦慮,保持學生的學習興趣。由此,研究者總結出結合聽說法、交際法和全身反應法因素的綜合教學法以適應泰國素叻府中學漢語課堂教學。 二、教學設計階段 研究者根據(jù)以上假設,以自身的教學為實驗對象,設計新的課堂教學方案,期望能夠改善課堂狀況,提高教學效率,保持學生對漢語學習的興趣。 三、實驗教學階段 在新的課堂設計方案的指導下進行兩輪教學實驗,通過大量課堂實況資料的搜集,進行不斷的觀察、分析。 四、撰寫報告階段 本研究通過對以上幾個階段的總結和分析,得出了以下結論： 結合聽說法、交際法和全身反應法因素的綜合教學法,適應泰國素叻府中學生的特點,適合這里的漢語課堂教學,能夠保持學生學習漢語的積極性,改善教學效果,提高教學效率。同時,研究者也總結出了運用這種綜合法的四個原則：靈活性、互動性、活動性和交際性,提出了本研究的不足和建議。
[Abstract]:The methods of foreign language teaching are varied, and with the change of the times, experts and scholars in the field of teaching Chinese as a foreign language are constantly reforming and deepening their research on teaching methods. These teaching methods have translation methods. Audiovisual method, cognitive method, listening and speaking method, task method, communicative method, whole body reaction method, comprehensive method and so on. However, there is a consensus that the teaching methods used by different learners should be different. It is necessary to decide the teaching method according to the learner's age, background, Chinese level and so on. It is hoped that the teaching methods suitable for the Chinese classroom teaching in Suraku Middle School and even the whole middle school in Thailand will be explored through experimental teaching. Using the method of action research, the research goes through three steps: the stage of teaching observation. At this stage, the researcher takes the teaching of Chinese language in phunphinpittayakhom Middle School in Surakat as the object of observation, through the classroom observation. The results show that most Chinese teachers are teaching efficiently because of improper teaching methods. There are many problems in teaching effect, classroom organization, student interest and so on. At the same time, through reading a lot of literature, researchers find that comprehensive teaching method can not only absorb the advantages of various teaching methods. There is no exclusion of any teaching method in the concrete teaching. According to the factors such as learners and teaching purpose, it is very desirable to adopt which teaching method can meet the teaching needs best. The method of listening and speaking has obvious effect in enhancing students' memory of what they have learned, and avoids the extensive use of mother tongue; Communicative approach provides a good opportunity for students to exercise their Chinese communicative competence by simulating and creating real situations. The whole body reaction method advocates the design of the teaching link with the nature of games, which can activate the classroom atmosphere, reduce the anxiety of the learners, and keep the students' interest in learning. Therefore, the researchers conclude the combined listening and speaking method. The comprehensive teaching method of communicative method and whole body reaction method is adapted to the Chinese teaching in Suchathaya Middle School in Thailand. Second, the stage of teaching design According to the above assumptions, the researcher designs a new classroom teaching scheme based on his own teaching, which is expected to improve the classroom situation, improve teaching efficiency and maintain students' interest in Chinese learning. Stage of experimental teaching Under the guidance of the new classroom design scheme, two rounds of teaching experiments are carried out, and through the collection of a large number of classroom facts, continuous observation and analysis are carried out. IV. Reporting stage Through the summary and analysis of the above several stages, the following conclusions are drawn: Combined with the comprehensive teaching method of listening and speaking method, communicative method and whole body reaction method, it adapts to the characteristics of Thai Sulat school students, is suitable for the Chinese classroom teaching here, and can maintain the enthusiasm of the students to learn Chinese. At the same time, the researcher summarized the four principles of applying this comprehensive method: flexibility, interactivity, activity and communication, and put forward the shortcomings and suggestions of this study.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【參考文獻】

相關期刊論文 前10條

1 朱明霞;;淺談漢語學習中的情感因素[J];安徽文學(下半月);2010年04期

2 趙思聞;;淺析聽說法與交際法在外語教學中的差異[J];才智;2010年11期

3 賈卉;;交際法在對外漢語口語教學中的運用[J];長春教育學院學報;2005年03期

4 黃亞楠;王曉為;;全身反應法在少兒英語教學中的運用[J];東北農(nóng)業(yè)大學學報(社會科學版);2009年05期

5 李娜;張俊梅;;淺析影響非英語專業(yè)大學生口語能力的情感因素[J];大學英語(學術版);2010年01期

6 安文風;;全身反應法述評[J];大眾文藝;2010年03期

7 鄺增乾;蘇芳;甘小芬;;淺談全身反應法在小學英語課堂的應用[J];法制與社會;2008年02期

8 馬書紅;論外語教學法的綜合平衡走向[J];桂林市教育學院學報(綜合版);2000年03期

9 楊煜;;談綜合課教學法在對外漢語初級教學階段的運用[J];中國科教創(chuàng)新導刊;2008年05期

10 李佩蕓;;芻議英語聽說法教學[J];甘肅教育;2007年21期

相關會議論文 前1條

1 郭婕;;影響英語學習的情感因素及其啟示[A];河南省學校管理與學校心理研究會第十次學術研討會論文集[C];2006年

相關碩士學位論文 前3條

1 包睿;交際法在中專英語教學中的應用[D];上海師范大學;2005年

2 付文斐;五種漢語課堂互動活動中學習者焦慮和參與比較研究[D];華東師范大學;2007年

3 韓鑫興;試論游戲教學法在小學初中對外漢語教學中的應用[D];華東師范大學;2009年

，

本文編號：1461354