本文選題：留學(xué)生漢語(yǔ)口語(yǔ)課教學(xué)　切入點(diǎn)：河北師范大學(xué)　出處：《河北師范大學(xué)》2012年碩士論文

【摘要】：在第二語(yǔ)言教學(xué)的課堂上，口語(yǔ)教學(xué)一直是很重要也很有效的教學(xué)課型�？谡Z(yǔ)教學(xué)是要培養(yǎng)學(xué)生在實(shí)際生活中運(yùn)用漢語(yǔ)進(jìn)行口頭交際的能力，作為一門(mén)單項(xiàng)技能訓(xùn)練課，口語(yǔ)課不但應(yīng)該使學(xué)生掌握一種語(yǔ)言的語(yǔ)法規(guī)則，具有形成合乎語(yǔ)法規(guī)范的正確句子的能力，更重要的還要使他們懂得何時(shí)何地、對(duì)誰(shuí)使用這些句子，真正合理地表達(dá)自己的意思，更快、更有效地掌握漢語(yǔ)這一交際工具。因此，口語(yǔ)課教學(xué)在對(duì)外漢語(yǔ)教學(xué)中占有相當(dāng)重要的位置。如何提高口語(yǔ)課的教學(xué)效果一直是教師們關(guān)注的問(wèn)題。本文是關(guān)于河北師大口語(yǔ)課教學(xué)情況的調(diào)研報(bào)告，，選取了五位口語(yǔ)課教師作為研究對(duì)象，進(jìn)行了課堂觀摩、錄音、錄像、詳細(xì)記錄和訪談。資料和訪談中都呈現(xiàn)了口語(yǔ)課教學(xué)過(guò)程中教師、學(xué)生存在的問(wèn)題，所選教材的問(wèn)題及學(xué)校管理的問(wèn)題。因此，筆者針對(duì)調(diào)研中教師、學(xué)生、教材和學(xué)校四個(gè)方面存在的問(wèn)題，提出一些意見(jiàn)和建議，本文主要側(cè)重于教師的素質(zhì)培養(yǎng)，完善河北師范大學(xué)口語(yǔ)課教學(xué)體系。本文大致分為五個(gè)部分： 第一部分，對(duì)河北師大口語(yǔ)課進(jìn)行調(diào)研的背景、目的和意義、研究?jī)?nèi)容和對(duì)象、研究方法。 第二部分，旨在“提出問(wèn)題”，對(duì)國(guó)內(nèi)漢語(yǔ)口語(yǔ)課教學(xué)現(xiàn)狀進(jìn)行述評(píng)，指出影響口語(yǔ)課教學(xué)的四個(gè)方面及其存在的問(wèn)題，基本呈現(xiàn)了口語(yǔ)課教學(xué)的現(xiàn)實(shí)狀況。 第三部分，筆者根據(jù)對(duì)河北師范大學(xué)漢語(yǔ)口語(yǔ)課教學(xué)的錄音、錄像、筆記、訪談等資料進(jìn)行具體分析。指出教師在教學(xué)上存在的問(wèn)題、學(xué)生學(xué)習(xí)意識(shí)和能力問(wèn)題、教材的選取問(wèn)題和學(xué)校的管理漏洞。 第四部分，針對(duì)調(diào)查中教師、學(xué)生、教材、學(xué)校呈現(xiàn)的問(wèn)題，筆者提出一些改進(jìn)的思路和對(duì)策，完善河北師大口語(yǔ)課教學(xué)體系。 第五部分，對(duì)全文的總結(jié)，分析了口語(yǔ)課教學(xué)的發(fā)展方向和趨勢(shì)，說(shuō)明了其價(jià)值和局限性。
[Abstract]:In the second language teaching class, oral language teaching is always very important and effective. Oral teaching is to cultivate students' ability of oral communication in real life, as a single skill training class. Oral English classes should not only enable students to master the grammatical rules of a language and have the ability to form correct sentences in accordance with grammatical norms, but also, more importantly, enable them to know when, where, and who to use these sentences. To express one's own meaning reasonably, to master Chinese as a communicative tool faster and more effectively. Oral language teaching plays a very important role in teaching Chinese as a foreign language. How to improve the teaching effect of oral class has always been a problem of concern to teachers. This paper is a survey report on the teaching of oral English in Hebei normal University. Five oral English teachers are selected as the research objects, and the classroom observation, audio recording, video recording, detailed recording and interview are conducted. The problems of teachers and students in the course of oral teaching are presented in the materials and interviews. Therefore, aiming at the problems of teachers, students, textbooks and schools, the author puts forward some opinions and suggestions. This paper mainly focuses on the quality training of teachers. This paper is divided into five parts:. The first part is the background, purpose and significance, content and object, and research method of oral English course of Hebei normal University. The second part is aimed at "asking questions", commenting on the present situation of oral Chinese teaching in China, pointing out the four aspects that affect the teaching of spoken Chinese and the existing problems, which basically presents the actual situation of oral teaching. In the third part, the author makes a concrete analysis of the audio recording, video recording, notes and interviews in the teaching of spoken Chinese in Hebei normal University. The author points out the problems existing in the teaching of teachers, the problems of students' learning consciousness and ability. Selection of teaching materials and school management loopholes. In the fourth part, aiming at the problems of teachers, students, textbooks and schools in the investigation, the author puts forward some ideas and countermeasures to improve the teaching system of oral English in Hebei normal University. The fifth part summarizes the full text, analyzes the development direction and trend of oral teaching, and explains its value and limitation.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蔣菲;;對(duì)外漢語(yǔ)高級(jí)階段口語(yǔ)教學(xué)思路探索[J];安徽文學(xué)(下半月);2011年05期

2 吳軍贊,朱葵;關(guān)于大學(xué)生大學(xué)英語(yǔ)自主學(xué)習(xí)能力的培養(yǎng)[J];西華大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2005年01期

3 陸儉明;;漢語(yǔ)教師的素質(zhì)和師資培養(yǎng)的針對(duì)性[J];國(guó)際漢語(yǔ);2011年01期

4 陳琦,張建偉;建構(gòu)主義學(xué)習(xí)觀要義評(píng)析[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);1998年01期

5 趙雷;;對(duì)外漢語(yǔ)口語(yǔ)教學(xué)目標(biāo)的實(shí)現(xiàn)[J];漢語(yǔ)學(xué)習(xí);2008年06期

6 張海燕;;談對(duì)外漢語(yǔ)教學(xué)中的口語(yǔ)教學(xué)[J];理論界;2010年02期

7 李宇明;;語(yǔ)言學(xué)習(xí)異同論[J];世界漢語(yǔ)教學(xué);1993年01期

8 崔永華;;基礎(chǔ)漢語(yǔ)教學(xué)模式的改革[J];世界漢語(yǔ)教學(xué);1999年01期

9 徐子亮;;漢語(yǔ)作為外語(yǔ)的口語(yǔ)教學(xué)新議[J];世界漢語(yǔ)教學(xué);2002年04期

10 陸儉明;;漢語(yǔ)教員應(yīng)有的意識(shí)[J];世界漢語(yǔ)教學(xué);2005年01期

相關(guān)碩士學(xué)位論文 前4條

1 丁睿;對(duì)外漢語(yǔ)初級(jí)階段口語(yǔ)教材中“真假交際”對(duì)比分析和若干教學(xué)意見(jiàn)[D];浙江大學(xué);2011年

2 肖亞西;基于任務(wù)教學(xué)法的對(duì)外漢語(yǔ)口語(yǔ)教材研究[D];上海師范大學(xué);2007年

3 武榮強(qiáng);建構(gòu)主義視野下的中級(jí)漢語(yǔ)口語(yǔ)教學(xué)研究[D];上海師范大學(xué);2007年

4 黃嬌瑛;國(guó)際漢語(yǔ)教師專業(yè)化教育實(shí)踐個(gè)案研究[D];華東師范大學(xué);2009年

本文編號(hào)：1663180