本文選題：漢語國際教育　切入點：學習策略　出處：《中央民族大學》2012年碩士論文

【摘要】：學習策略是學習過程中使用各種計劃、途徑、步驟來學習、掌握語言規(guī)則,發(fā)展語言技能以及語言交際技能的過程。隨著漢語國際教育中研究的重點逐漸從“怎么教”轉(zhuǎn)向了“怎么學”,越來越多的人開始關(guān)注外國留學生的漢語學習策略,并開始了怎樣通過教師的培訓讓學生掌握正確有效的漢語學習策略的研究。 在語言學習中,詞匯的學習和記憶非常基礎(chǔ)也非常重要,打不牢詞匯基礎(chǔ),會對以后的學習造成不良影響,因此掌握正確的詞匯學習策略很必要。而泰國高中生由于其學習環(huán)境及本身特點,學習漢語很被動,課堂上學生注意力不集中,課后幾乎不復(fù)習,在學習漢語詞匯時出現(xiàn)了記不住詞匯的現(xiàn)象。本研究按照行動研究的思路和方法,針對泰國高中生的這一問題,借鑒已有文獻中的研究成果,根據(jù)當?shù)貙W生的特點及學校教學任務(wù)安排,對學生的現(xiàn)有漢語詞匯學習策略進行調(diào)查,并針對學生存在的問題確定以漢語詞匯學習策略培訓為主要手段,解決學生詞語學習中的問題。 本研究運用行動研究方法,研究過程主要分成五個部分： 一、發(fā)現(xiàn)問題。泰國高中生在漢語學習過程中學生不善于記憶詞匯,進行初步調(diào)查,弄清學生現(xiàn)在的漢語詞匯學習情況； 二、根據(jù)所發(fā)現(xiàn)的問題查閱相關(guān)文獻,找到解決辦法——漢語詞匯記憶策略培訓,并制定培訓計劃； 三、進行第一輪詞語學習策略培訓,對第一輪培訓進行檢驗,收集數(shù)據(jù),進行反思,制定下一輪培訓計劃； 四、按照計劃進行第二輪詞語學習策略培訓,并檢驗成果,再進行反思,制定第三輪培訓的計劃并實施； 五、總結(jié)培訓的漢語詞匯記憶策略,布置新的語言學習任務(wù),讓學生使用所學到的新策略來完成任務(wù),并進行最后的評價。 經(jīng)過三輪培訓,學生的漢語詞匯記憶能力有所提高,并不同程度掌握和使用了培訓過的詞匯記憶策略。有效性評價得出結(jié)論,本次培訓很有必要,培訓的策略簡單易掌握,提高了學生學習漢語詞匯的效率,也提高了其漢語學習的積極性,本次漢語詞匯記憶策略培訓模式是有效可行的。 最后研究者根據(jù)本次研究的結(jié)果以及研究中遇到的問題,對在泰進行漢語教學的國際漢語教師提出了自己在漢語詞匯教學方而的建議。
[Abstract]:Learning strategy is a process in which all kinds of plans, approaches and steps are used to learn, master language rules, develop language skills and language communication skills.With the shift from "how to teach" to "how to learn" in international Chinese education, more and more people begin to pay attention to the Chinese learning strategies of foreign students.And began the study of how to make students master correct and effective Chinese learning strategies through teacher training.In language learning, vocabulary learning and memory are very basic and very important. Failure to lay a good vocabulary foundation will have a negative impact on future learning, so it is necessary to master correct vocabulary learning strategies.Thai high school students, because of their learning environment and their own characteristics, are passive in learning Chinese, unable to focus their attention in class, and hardly review after class, so they can not remember vocabulary in learning Chinese vocabulary.According to the thought and method of action research, this study aims at the problem of high school students in Thailand, draws on the research results in the existing literature, according to the characteristics of local students and the arrangement of school teaching tasks.This paper investigates the students' existing Chinese vocabulary learning strategies, and determines that the main means of Chinese vocabulary learning strategy training is to solve the problems in the students' vocabulary learning.The research process is divided into five parts:First, find out the problem.Thai senior high school students are not good at memorizing vocabulary in the process of learning Chinese, and make a preliminary investigation to find out the present situation of students' Chinese vocabulary learning.Secondly, according to the problems found, we should consult the relevant literature, find out the solution-Chinese vocabulary memory strategy training, and formulate a training plan;Third, the first round of vocabulary learning strategy training, the first round of training for testing, data collection, reflection, and formulate the next round of training plan;Fourth, carry on the second round of vocabulary learning strategy training according to the plan, and test the results, then reflect on it, make the third round of training plan and implement;Fifth, summarize the Chinese vocabulary memory strategies, arrange new language learning tasks, let students use the new strategies to complete the tasks, and make the final evaluation.After three rounds of training, the students' Chinese vocabulary memory ability has been improved, and the trained vocabulary memory strategies have been grasped and used in different degrees.The effectiveness evaluation concludes that this training is very necessary, the training strategy is simple and easy to master, which improves the efficiency of students' learning Chinese vocabulary, and also improves their enthusiasm for learning Chinese.This training model of Chinese vocabulary memory strategy is effective and feasible.Finally, according to the results of this study and the problems encountered in the study, the international Chinese teachers who teach Chinese in Thailand put forward their own suggestions in the teaching of Chinese vocabulary.
【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

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本文編號：1707015