本文選題：對外漢語　切入點：中級口語　出處：《陜西師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：口語課作為對外漢語教學的主要課程之一,它的課堂教學效果直接關(guān)系到學生在實踐中的應用,如果學生能在理解教師教授內(nèi)容的前提下,在課堂上得到充分地練習,那么學生的漢語口語水平肯定會有所提高,所以口語課的課堂教學一直都是從事對外漢語工作的研究者們研究的重要方面。在這幾十年的研究中,取得了大量的研究成果,但研究方向大多偏重探討口語課的教學目的、任務,關(guān)注的大多是對外漢語課堂教學中的教學方法、局部的教學技巧,對課堂教學設計的研究比較少,本文將對口語課的課堂教學設計方面進行粗略地研究。 教學設計是對課堂教學的有計劃地規(guī)劃,好的教學設計可以提高教學效率,能夠達到事半功倍的效果。隨著世界各地出現(xiàn)的不同程度的漢語熱,對外漢語教學的發(fā)展急需要對教學設計有一個標準化、規(guī)范化的方案,這就給教學設計者提出了一個很大的挑戰(zhàn)。因為想要做好教學設計就要要求其設計者有多方面的知識儲備(語言學、第二語言教學理論、心理學、語用、語義、語法等)和長時間的教學實踐經(jīng)驗的積累,要運用相關(guān)的理論,利用科學系統(tǒng)的方法,設計教學的全過程。 本文主要論述的是對外漢語教學中的中級漢語口語課的課堂教學設計問題。筆者搜集、查閱、整理了國內(nèi)外有關(guān)教學設計的資料,總結(jié)了國內(nèi)外教學設計的發(fā)展歷程,提出課堂設計的定義。通過自己的親身實踐,聽課記錄,發(fā)現(xiàn)了對外漢語中級口語課存在一些問題,如：教師提問語設計不合理；學生的口語程度參差不齊,影響教學進度；教師講得多,學生以被動的形式接受信息；語境設計的隨意性和盲目性。這些問題嚴重影響了課堂教學效果,如果不及時發(fā)現(xiàn)并加以改正,教學就不可能取得進步。 根據(jù)這些存在的問題,筆者認為可以通過再現(xiàn)學過詞語,補足提問語；根據(jù)學生的水平設計課堂教學；詞匯講解要有技巧,重點突出詞匯的練習；語法教學要易懂多練不斷鞏固；有針對性地設計語境的方法來設計口語課堂教學。最后選取了北京語言大學出版的《發(fā)展?jié)h語——中級漢語口語(上)》當中的《我看婚姻與愛情》為例,提出了自己課程設計的構(gòu)想。希望能更好地詮釋前面論述的教學設計。
[Abstract]:As one of the main courses in teaching Chinese as a foreign language, the effect of oral English teaching is directly related to the application of students in practice. Well, students' oral Chinese level will definitely improve, so the classroom teaching of oral language courses has always been an important aspect of the research of researchers engaged in the work of working as a foreign language. In these decades of research, a large number of research results have been achieved. However, most of the research directions are focused on the teaching purpose and task of oral class, and most of them focus on the teaching methods, partial teaching skills, and less research on classroom teaching design in Chinese as a foreign language. This article will make a rough study on the classroom teaching design of oral class. Teaching design is a planned plan for classroom teaching. Good teaching design can improve teaching efficiency and achieve twice the result with half the effort. With the emergence of different degrees of Chinese fever around the world, The development of teaching Chinese as a foreign language requires a standardized and standardized program for teaching design. This poses a great challenge to instructional designers, because to do well in instructional design requires their designers to have a wide range of knowledge reserves (linguistics, second language teaching theory, psychology, pragmatics, semantics, etc.). Grammar, etc.) and the accumulation of long teaching experience, the whole process of teaching should be designed by using relevant theories and scientific and systematic methods. This paper mainly discusses the classroom teaching design of the intermediate spoken Chinese course in teaching Chinese as a foreign language. The author collects, consults, collates and arranges the relevant teaching design materials at home and abroad, and summarizes the development course of teaching design at home and abroad. The author puts forward the definition of classroom design. Through his own practice and listening record, the author finds that there are some problems in the intermediate oral English course of TCSL, such as the unreasonable design of teacher's questioning language, the uneven degree of spoken language of students, and the influence on teaching progress. Teachers speak much, students accept information passively, and the randomness and blindness of contextual design. These problems seriously affect the classroom teaching effect. If they are not found and corrected in time, the teaching will not be able to make progress. According to these problems, the author thinks that we can learn words by reappearance, complement the questioning language, design the classroom teaching according to the students' level, have the skill to explain the vocabulary, emphasize the practice of the vocabulary; Grammar teaching should be easy to understand and practice to consolidate constantly; In the end, the author chooses "developing Chinese-Intermediate Chinese spoken language (I)" published by Beijing language and language University as an example of "I see Marriage and Love" as an example. The author puts forward his own conception of curriculum design and hopes to better explain the teaching design discussed above.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關(guān)碩士學位論文 前3條

1 石圓圓;對外漢語初級口語課堂教學提問策略探析[D];安徽大學;2014年

2 白夢笛;基于拋錨式理論的對外漢語中級口語教學設計[D];遼寧大學;2014年

3 蘇瑤;中級漢語口語課堂教學微技能實踐探究[D];新疆大學;2014年

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本文編號：1582133