本文選題：任務(wù)教學(xué)法 + 旅游漢語��； 參考：《遼寧師范大學(xué)》2012年碩士論文

【摘要】：任務(wù)型教學(xué)法以任務(wù)組織教學(xué)，與傳統(tǒng)教學(xué)法不同，任務(wù)型課堂教學(xué)把任務(wù)置于教學(xué)的中心地位。任務(wù)型教學(xué)法主張“做中學(xué)、學(xué)中做”，不僅注重語言知識(shí)的學(xué)習(xí)，更注重語言意義的表達(dá)。學(xué)習(xí)者通過所學(xué)的語言知識(shí)來完成任務(wù)，即在教學(xué)中通過任務(wù)的完成過程達(dá)到語言學(xué)習(xí)的目的。在任務(wù)的實(shí)施過程中，教學(xué)者設(shè)計(jì)任務(wù)讓學(xué)生參與到任務(wù)中來、結(jié)合自身已有知識(shí)儲(chǔ)備和經(jīng)驗(yàn)去體驗(yàn)語言的實(shí)際運(yùn)用、在溝通中產(chǎn)生互動(dòng)、交流與合作。這樣就給了學(xué)生更多的參與的機(jī)會(huì)，充分發(fā)揮學(xué)習(xí)者的學(xué)習(xí)主動(dòng)性和積極性，在實(shí)踐中自然習(xí)得語言，學(xué)生的能力也在無意識(shí)地學(xué)習(xí)中有所提高。 作為專門用途漢語教學(xué)中的一門新興學(xué)科，旅游漢語的學(xué)科特點(diǎn)在旅游漢語教學(xué)中并未得到充分的發(fā)揮。從我國(guó)目前教學(xué)現(xiàn)狀來看，旅游漢語教學(xué)存在學(xué)用不同步，教學(xué)模式陳舊以致學(xué)習(xí)者學(xué)習(xí)效率差、效果不明顯的問題。針對(duì)上述問題，筆者采用目前第二語言教學(xué)界的熱門教學(xué)法任務(wù)型教學(xué)法來予以解答，力求為提高旅游漢語教學(xué)質(zhì)量提供有效途徑。 本文以旅游漢語教學(xué)中融入任務(wù)教學(xué)法作為研究?jī)?nèi)容，結(jié)合對(duì)前人文獻(xiàn)的研究和分析，采用文獻(xiàn)研究法、歸納法、案例法對(duì)旅游漢語課堂教學(xué)中如何融入任務(wù)進(jìn)行闡述。本文共五章： 第一章是引言部分，提出本文選題背景、選題目的及意義；理論基礎(chǔ)；研究方法；本論文研究思路和框架。 第二章首先對(duì)任務(wù)教學(xué)法的起源發(fā)展及主要觀點(diǎn)予以說明并就目前語言學(xué)界相關(guān)內(nèi)容研究概況做以總結(jié)性概述。其次是從什么是旅游漢語著手簡(jiǎn)述國(guó)內(nèi)旅游漢語教學(xué)研究情況。最后介紹國(guó)內(nèi)旅游漢語教學(xué)與任務(wù)教學(xué)法相結(jié)合研究情況。 第三章對(duì)我國(guó)旅游漢語教學(xué)現(xiàn)狀及存在的進(jìn)行分析。得出旅游漢語教材數(shù)量遠(yuǎn)不能滿足教學(xué)的需要，且內(nèi)容涉及旅游知識(shí)較少；旅游漢語是實(shí)用性專業(yè)學(xué)科但我國(guó)旅游漢語課堂教學(xué)存在教學(xué)內(nèi)容和實(shí)踐結(jié)合不夠緊密，學(xué)用不統(tǒng)一；學(xué)習(xí)中學(xué)習(xí)主體學(xué)習(xí)積極性和學(xué)習(xí)熱情會(huì)直接影響到旅游漢語教學(xué)質(zhì)量。 第四章從旅游漢語教學(xué)中融入任務(wù)教學(xué)法的可行性入手進(jìn)行論證，，并闡述任務(wù)教學(xué)法在旅游漢語教學(xué)中的操作過程。由于旅游漢語需要的是雙師性復(fù)合人才根據(jù)其特點(diǎn)對(duì)任課教師的素質(zhì)提出要求。最后用兩個(gè)案例來具體說明任務(wù)教學(xué)在旅游漢語課堂教學(xué)中的具體應(yīng)用。通過前文分析總結(jié)和案例的設(shè)計(jì)得出任務(wù)型教學(xué)法其有效性能提高旅游漢語教學(xué)質(zhì)量。第五章是對(duì)本文的研究的總結(jié)，并對(duì)旅游漢語的未來發(fā)展提出希望。
[Abstract]:Task-based teaching is organized by task-based teaching, which is different from traditional teaching methods. Task-based classroom teaching places task at the center of teaching.Task-based approach advocates "learning by doing, doing by learning", which not only pays attention to the study of language knowledge, but also to the expression of language meaning.Learners accomplish their tasks through the language knowledge they have learned, that is to say, they achieve the goal of language learning through the process of task completion in teaching.In the process of carrying out the task, the teacher designs the task to let the students participate in the task, experience the actual use of the language with their own knowledge reserve and experience, and produce interaction, communication and cooperation in communication.This will give students more opportunities to participate, give full play to the learner's initiative and enthusiasm, in practice natural acquisition of language, students' ability in unconscious learning has been improved.As a new subject in special purpose Chinese teaching, the characteristics of tourism Chinese are not given full play in tourism Chinese teaching.From the current teaching situation in our country, there are some problems in tourism Chinese teaching, such as learning is out of step, teaching mode is outmoded, learners' learning efficiency is poor, and the effect is not obvious.In order to improve the quality of Chinese teaching in tourism, the author adopts the task-based teaching method which is popular in the field of second language teaching to solve the above problems.This paper takes the task-based teaching method of tourism Chinese teaching as the research content, combined with the research and analysis of the previous literature, using the literature research method, induction method, case law to explain how to integrate the task in the tourism Chinese classroom teaching.There are five chapters in this paper:The first chapter is the introduction, the background, purpose and significance of the topic; theoretical basis; research methods; this paper research ideas and framework.In the second chapter, the origin and development of task-based teaching method and its main points of view are explained, and a summary of the current research on the relevant contents in the field of linguistics is given.Secondly, it introduces the research situation of tourism Chinese teaching in China from what is tourism Chinese.In the end, the author introduces the research on the combination of Chinese teaching and task-based teaching in China.The third chapter analyzes the present situation and existence of tourism Chinese teaching in China.It is concluded that the number of tourism Chinese teaching materials can not meet the needs of teaching, and the content of tourism knowledge is less; tourism Chinese is a practical subject, but there is not enough combination of teaching content and practice in Chinese tourism Chinese classroom teaching in our country.The learning enthusiasm and enthusiasm will directly affect the quality of Chinese teaching in tourism.The fourth chapter demonstrates the feasibility of task-based teaching in Chinese tourism teaching, and expounds the operational process of task-based approach in tourism Chinese teaching.Tourism Chinese needs dual-teacher compound talents according to its characteristics to require the quality of teachers.Finally, two cases are used to illustrate the specific application of task-based teaching in tourism Chinese classroom teaching.Through the previous analysis and the design of cases, it is concluded that the task-based teaching method can improve the quality of Chinese teaching in tourism.The fifth chapter is a summary of this study and hopes for the future development of tourism Chinese.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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