本文關(guān)鍵詞： 精讀課 自主性 以學(xué)生為中心 教學(xué)設(shè)計(jì)　出處：《河北師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：中級漢語精讀課在對外漢語教學(xué)中的占有十分重要的地位，隨著對漢語精讀課理論研究的深入，其教學(xué)方式也產(chǎn)生了很大的變化。本文根據(jù)心理學(xué)、教育學(xué)、跨文化交際學(xué)等相關(guān)學(xué)科的理論，并結(jié)合教學(xué)實(shí)際，提出了能夠加強(qiáng)學(xué)生學(xué)習(xí)自主性的教學(xué)設(shè)計(jì)，目的是為了提高教學(xué)效率，提升學(xué)生的學(xué)習(xí)水平，為對外漢語教學(xué)的實(shí)踐做出一定的探索。 實(shí)踐證明，滿堂灌的傳統(tǒng)的教學(xué)方式不適合學(xué)生技能的訓(xùn)練，所以近年來學(xué)術(shù)界一直推崇變“如何教”為“如何學(xué)”。學(xué)術(shù)界針對精讀課提出了“任務(wù)法”、“主題導(dǎo)入法”等方法，這在理論上都是可以借鑒的，但是在實(shí)際教學(xué)中，如何對待學(xué)生的自主性學(xué)習(xí)，在教師之間卻出現(xiàn)各種各樣的分歧。例如有的老師反對在精讀課上讓學(xué)生表演，提倡老師講解，認(rèn)為學(xué)生的參與會讓教學(xué)進(jìn)度滯后，而且耽誤時間；但是有些老師就特別提倡學(xué)生在課堂上的表演，認(rèn)為這樣可以增加趣味性，并調(diào)動學(xué)生的學(xué)習(xí)積極性，能讓學(xué)生在實(shí)踐中培養(yǎng)合作意識，提高自己的漢語能力。所以用理論指導(dǎo)實(shí)踐的話，就需要針對實(shí)際教學(xué)中的具體問題和特點(diǎn)來進(jìn)行，只有這樣，才能提升精讀課教學(xué)學(xué)生自主性學(xué)習(xí)的效能。 那么我們認(rèn)為，為了更好地使理論和實(shí)踐相結(jié)合，就必須從教材、教師、學(xué)生和環(huán)境這四個方面入手，針對具體的特點(diǎn)找到合適的方法。精讀課的任務(wù)是要培養(yǎng)聽、說、讀、寫能力，從初級階段我們應(yīng)該開始注重培養(yǎng)學(xué)生的這種綜合能力。到了中級階段，教師的教學(xué)任務(wù)就更加艱巨了，教師必須完成多種教學(xué)任務(wù)，既把課文講好，又得讓學(xué)生把技能練好。根據(jù)本文提出的教學(xué)設(shè)計(jì)，我們認(rèn)為教師在授課時，可在詳細(xì)講述課文內(nèi)容的同時充分運(yùn)用多媒體設(shè)備幫助學(xué)生去學(xué)習(xí)相關(guān)的漢語文化知識，，以加深學(xué)生對漢語的真正了解；在課堂操練的階段，我們認(rèn)為教師應(yīng)該讓學(xué)生充分練習(xí)及進(jìn)行自主學(xué)習(xí)，創(chuàng)造情景式教學(xué)方法，讓學(xué)生在模擬情景中去實(shí)踐和學(xué)習(xí)，以達(dá)到掌握漢語的目的；最后，教師還應(yīng)控制學(xué)生的學(xué)習(xí)過程，教師給學(xué)生指出正確有效的學(xué)習(xí)方法，然后最大限度地調(diào)動學(xué)生的學(xué)習(xí)積極性，在特定的計(jì)劃中來鍛煉學(xué)生的能力，讓課堂發(fā)展向著自己預(yù)設(shè)的軌道而行。 通過作者親身的教學(xué)實(shí)踐的驗(yàn)證，本文提出的教學(xué)理論在實(shí)踐教學(xué)中是一定的成效的。在教學(xué)中，學(xué)生們不僅學(xué)到了漢語知識，還了解了課文中包含的相關(guān)的中國社會文化，從而加深了對課本的理解。通過提倡自主性學(xué)習(xí)方法，學(xué)生們的團(tuán)隊(duì)協(xié)作意識和主動學(xué)習(xí)的熱情也有所提高，課堂的教學(xué)氛圍也十分活躍。當(dāng)然，由于本人的參考資料和教學(xué)實(shí)踐所限，本文所提出的教學(xué)設(shè)計(jì)在理論和細(xì)節(jié)上都還存在著一些漏洞，有著不足之處，但是真心希望能對對外漢語教學(xué)實(shí)踐做出微薄的貢獻(xiàn)。
[Abstract]:The intermediate Chinese intensive reading course occupies a very important position in the teaching of Chinese as a foreign language. With the deepening of the theoretical research on the Chinese intensive reading course, its teaching method has also produced great changes. Based on the theory of cross-cultural communication and teaching practice, this paper puts forward a teaching design which can enhance the students' learning autonomy, in order to improve the teaching efficiency and improve the students' learning level. To make a certain exploration for the practice of teaching Chinese as a foreign language. Practice has proved that the traditional teaching method full of irrigation is not suitable for the training of students' skills. So in recent years, the academic circles have been advocating changing "how to teach" to "how to learn". The academic circles have put forward some methods, such as "task method" and "subject leading method" for intensive reading courses, which can be used for reference in theory, but in practical teaching, There are various differences between teachers about how to treat students' autonomous learning. For example, some teachers object to letting students perform in intensive reading classes, advocate teachers to explain, and think that students' participation will make the teaching progress lag behind. But some teachers especially advocated the performance of students in the classroom, believing that this would increase interest, arouse students' enthusiasm for learning, and enable students to cultivate a sense of cooperation in practice. Therefore, it is necessary to aim at the specific problems and characteristics of practical teaching in order to improve the effectiveness of autonomous learning of students in intensive reading teaching. Well, we think that in order to better integrate theory with practice, we must start with the four aspects of teaching materials, teachers, students and environment, and find suitable methods according to the specific characteristics. The task of intensive reading is to train listening, speaking, and reading. From the primary stage, we should begin to pay attention to the cultivation of students' comprehensive ability. At the intermediate stage, the teaching tasks of teachers are even more arduous. Teachers must complete various teaching tasks, that is, to speak the text well. According to the teaching design proposed in this paper, we think that teachers can fully use multimedia equipment to help students learn relevant Chinese cultural knowledge while teaching the contents of the text in detail. In order to deepen students' real understanding of Chinese, in the stage of classroom practice, we think that teachers should let students fully practice and self-study, create situational teaching methods, and let students practice and learn in simulated situations. Finally, the teacher should control the students' learning process, point out the correct and effective learning methods to the students, and mobilize the students' learning enthusiasm to the maximum extent. Develop students' abilities in specific programs and develop the classroom on their own track. Through the verification of the author's own teaching practice, the teaching theory put forward in this paper is effective in practical teaching. In the teaching, the students not only learn Chinese knowledge, but also understand the relevant Chinese social culture contained in the text. By promoting autonomous learning methods, students' sense of teamwork and enthusiasm for active learning have also increased, and the classroom teaching atmosphere is also very active. Due to the limitations of my reference materials and teaching practice, there are still some loopholes and deficiencies in the theory and details of the teaching design proposed in this paper, but I sincerely hope to make a modest contribution to the teaching practice of Chinese as a foreign language.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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