發(fā)布時(shí)間：2018-04-01 01:13

  本文選題：結(jié)合任務(wù)　切入點(diǎn)：基于任務(wù)　出處：《浙江大學(xué)》2012年碩士論文

【摘要】：任務(wù)型教學(xué)模式把學(xué)習(xí)者置于學(xué)習(xí)的中心位置,使學(xué)生在完成任務(wù)的過(guò)程中產(chǎn)生語(yǔ)言的習(xí)得,這與當(dāng)前對(duì)外漢語(yǔ)教學(xué)關(guān)注學(xué)習(xí)者、關(guān)注交際能力培養(yǎng)的教學(xué)理念產(chǎn)生了完美的對(duì)接。任務(wù)型漢語(yǔ)教材的編寫將成為對(duì)外漢語(yǔ)教材創(chuàng)新的一個(gè)重要發(fā)展方向。 本文旨在探討任務(wù)型教學(xué)法運(yùn)用于教材編寫的情況,研究對(duì)象為已經(jīng)出版的“部分”和“完全”按照任務(wù)型教學(xué)法編寫的初級(jí)漢語(yǔ)口語(yǔ)教材,并以后者為重點(diǎn)。希望該研究能為任務(wù)型教學(xué)法更好地運(yùn)用于教材編寫提出一些建議,促進(jìn)任務(wù)型漢語(yǔ)口語(yǔ)教材的發(fā)展與完善。 對(duì)選定的幾部初級(jí)任務(wù)型漢語(yǔ)口語(yǔ)教材的特色進(jìn)行分析,我們發(fā)現(xiàn)這類教材在編寫體例、語(yǔ)言要素和練習(xí)設(shè)置等方面均體現(xiàn)出自身的特色,同時(shí)其在整體上體現(xiàn)出任務(wù)型教學(xué)法的特色：以學(xué)生為中心,以任務(wù)為主線,以互動(dòng)為原則。 在對(duì)初級(jí)任務(wù)型漢語(yǔ)口語(yǔ)教材的特色有了初步了解的基礎(chǔ)上,本文又通過(guò)任務(wù)型與傳統(tǒng)漢語(yǔ)口語(yǔ)教材的比較、中英任務(wù)型漢語(yǔ)口語(yǔ)教材的比較,對(duì)初級(jí)任務(wù)型漢語(yǔ)口語(yǔ)教材作了更進(jìn)一步的考察。既剖析了其進(jìn)步的方面,如版面設(shè)計(jì)上的明晰化、功能化,練習(xí)數(shù)量的增加與練習(xí)形式的多樣化,又發(fā)現(xiàn)了其值得借鑒的地方,如可以嘗試的另一種單元內(nèi)部結(jié)構(gòu),更完善的評(píng)價(jià)體系等。 上述研究啟發(fā)我們思考以下一些問(wèn)題：任務(wù)型漢語(yǔ)口語(yǔ)教材可以嘗試哪些編寫體例?教材如何更好地做到意義與形式之間的平衡?如何更好地設(shè)計(jì)任務(wù)練習(xí)以提升學(xué)習(xí)效果? 結(jié)合上述研究所得以及對(duì)“漢語(yǔ)學(xué)習(xí)者口語(yǔ)教材需求”的問(wèn)卷結(jié)果分析,我們對(duì)上述問(wèn)題作了回答,提出了一些教材編寫建議：加強(qiáng)語(yǔ)言要素的設(shè)置；探索多種單元內(nèi)部結(jié)構(gòu)；設(shè)計(jì)多樣的任務(wù)類型；增強(qiáng)延伸性任務(wù)的設(shè)置；建立詳盡的評(píng)價(jià)體系。 目前,已經(jīng)出版的任務(wù)型漢語(yǔ)口語(yǔ)教材多為初級(jí)階段的教材,任務(wù)型漢語(yǔ)口語(yǔ)教材的編寫依然處于探索階段�？傮w而言,如何更好地將任務(wù)型教學(xué)法的最新研究成果運(yùn)用到口語(yǔ)教材的編寫中去?具體而言,本文提出的建議是否同樣適用于中高級(jí)任務(wù)型漢語(yǔ)口語(yǔ)教材?這些問(wèn)題都還需要更多研究者的進(jìn)一步研究。
[Abstract]:The task-based teaching model puts learners at the center of learning and makes students acquire language in the process of completing their tasks, which is the focus of the current teaching of Chinese as a foreign language (TCFL).The teaching idea of paying attention to the cultivation of communicative competence has produced perfect docking.Task-based Chinese textbook compilation will become an important development direction of TCFL textbook innovation.The purpose of this paper is to explore the application of task-based teaching method to the compilation of teaching materials. The subjects of this study are the primary spoken Chinese teaching materials compiled according to the task-based approach, which have been published in part and completely, with the emphasis on the latter.It is hoped that this study can provide some suggestions for the better application of task-based teaching method to the compilation of textbooks and promote the development and improvement of task-based spoken Chinese teaching materials.By analyzing the characteristics of several primary task-based spoken Chinese teaching materials, we find that these textbooks have their own characteristics in writing style, language elements and exercises, etc.At the same time, it embodies the characteristics of task-based teaching as a whole: student-centered, task-based and interactive.On the basis of a preliminary understanding of the characteristics of the primary task-based spoken Chinese teaching materials, this paper compares the task-based Chinese spoken Chinese textbooks with the traditional spoken Chinese textbooks, and the comparison of the task-based spoken Chinese teaching materials between China and the United Kingdom.This paper makes a further study on the primary task-based spoken Chinese teaching materials.This paper not only analyzes the aspects of its progress, such as the clarity and functionalization of layout design, the increase in the number of exercises and the diversification of practice forms, but also finds out what it is worth learning from, such as the internal structure of another unit that can be tried.More perfect evaluation system and so on.The above research inspires us to think about the following questions: what writing style can we try in task-based spoken Chinese textbooks?How to achieve a better balance between meaning and form?How to better design task exercises to improve learning results?Based on the analysis of the questionnaire results of the above research, we answer the above questions and put forward some suggestions for the compilation of textbooks: strengthening the setting of language elements, exploring the internal structure of various units;Design a variety of task types; enhance the setting of extended tasks; establish a detailed evaluation system.At present, most of the task-based spoken Chinese textbooks have been published in the primary stage, and the compilation of task-based spoken Chinese textbooks is still in the exploratory stage.In general, how to better apply the latest research results of task-based teaching method to the compilation of oral teaching materials?In particular, are the suggestions made in this paper also applicable to medium and advanced task-based spoken Chinese teaching materials?These problems need further study by more researchers.
【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 張芳;基于交際教學(xué)法的中級(jí)漢語(yǔ)口語(yǔ)教材研究[D];南京大學(xué);2013年

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本文編號(hào)：1693302