本文選題：商務(wù)漢語(yǔ) + CBI教學(xué)理念��； 參考：《遼寧師范大學(xué)》2012年碩士論文

【摘要】：能熟練準(zhǔn)確地運(yùn)用商務(wù)漢語(yǔ)與中國(guó)人進(jìn)行經(jīng)濟(jì)貿(mào)易活動(dòng)已經(jīng)成為眾多漢語(yǔ)學(xué)習(xí)者的需求。可是，現(xiàn)在很多商務(wù)漢語(yǔ)教學(xué)模式都是利用基礎(chǔ)漢語(yǔ)教學(xué)的模式，沒(méi)有考慮到商務(wù)漢語(yǔ)本身的特殊性和專(zhuān)門(mén)性，在這種情況下研究特殊目的的漢語(yǔ)教學(xué)就顯得格外重要和有意義，CBI（Content-based Instruction，以?xún)?nèi)容為依托的教學(xué)）教學(xué)理念是二語(yǔ)習(xí)得研究領(lǐng)域影響深遠(yuǎn)的教學(xué)理念，本文從CBI教學(xué)理念著手，根據(jù)商務(wù)漢語(yǔ)的特點(diǎn)和現(xiàn)狀，通過(guò)具體的案例分析，達(dá)到提高商務(wù)漢語(yǔ)教學(xué)水平的目的。 本文分為四大部分： 一、引言，包括本課題的研究背景、研究意義、研究方法和理論基礎(chǔ)。通過(guò)對(duì)比傳統(tǒng)方法跟CBI教學(xué)理念教學(xué)的區(qū)別，分析得到CBI教學(xué)理念對(duì)課堂教學(xué)模式以及商務(wù)漢語(yǔ)教材的選擇有指導(dǎo)作用。 二、文獻(xiàn)綜述，研究國(guó)內(nèi)外的理論成果。 三、商務(wù)漢語(yǔ)教學(xué)現(xiàn)狀和調(diào)查，通過(guò)分析商務(wù)漢語(yǔ)的特點(diǎn)、教學(xué)現(xiàn)狀以及調(diào)查學(xué)生目前學(xué)習(xí)的情況，知道商務(wù)漢語(yǔ)教學(xué)存在難以學(xué)以致用的問(wèn)題，，而通過(guò)一段時(shí)間的CBI教學(xué)后發(fā)現(xiàn)它能有效地彌補(bǔ)這個(gè)問(wèn)題。 四、CBI教學(xué)理念的案例分析。根據(jù)CBI教學(xué)理念，本文認(rèn)為在商務(wù)漢語(yǔ)教學(xué)時(shí)應(yīng)該使用“原汁原味”的教材，發(fā)揮學(xué)生主體性地位，實(shí)現(xiàn)真實(shí)情景再現(xiàn)，這樣才能夠在培養(yǎng)學(xué)生學(xué)習(xí)漢語(yǔ)興趣的同時(shí)，激發(fā)學(xué)生自主學(xué)習(xí)的能力和主動(dòng)性。 本文結(jié)論認(rèn)為CBI教學(xué)理念對(duì)商務(wù)漢語(yǔ)教學(xué)有一定的積極意義，可以實(shí)現(xiàn)全面提升口語(yǔ)能力、聽(tīng)力能力、寫(xiě)作能力、交際能力以及跨文化等方面的目標(biāo)。當(dāng)然，CBI教學(xué)理念要想在商務(wù)漢語(yǔ)教學(xué)中很好的應(yīng)用，還是需要很長(zhǎng)一段時(shí)間。
[Abstract]:It has become the demand of many Chinese learners to be able to use business Chinese to conduct economic and trade activities with Chinese. However, many business Chinese teaching models now use the basic Chinese teaching model, without considering the particularity and specialization of business Chinese itself. In this case, it is very important and meaningful to study the special purpose of Chinese teaching. The teaching idea of CBII Content-based instruction, which is based on content, is a far-reaching teaching idea in the field of second language acquisition. This paper starts with the teaching idea of CBI. According to the characteristics and present situation of business Chinese, the purpose of improving the teaching level of business Chinese is achieved by case analysis. This paper is divided into four parts: Introduction, including the research background, research significance, research methods and theoretical basis. By comparing the differences between traditional methods and CBI teaching ideas, it is concluded that the CBI teaching ideas can guide the classroom teaching mode and the choice of business Chinese teaching materials. Second, literature review, research on theoretical results at home and abroad. Third, the present situation and investigation of business Chinese teaching. By analyzing the characteristics of business Chinese, teaching status and investigating students' current learning situation, we know that there are problems in business Chinese teaching that are difficult to use for practical use. After a period of CBI teaching, it is found that it can effectively remedy this problem. A case study of CBI teaching concept. According to the teaching idea of CBI, this paper holds that "authentic" teaching materials should be used in business Chinese teaching to bring students' subjective position into full play and realize the reproduction of real situation, so as to cultivate students' interest in learning Chinese at the same time. Stimulate students' ability and initiative to learn independently. The conclusion of this paper is that CBI teaching concept has certain positive significance in business Chinese teaching, and can achieve the goal of improving oral ability, listening ability, writing ability, communicative competence and cross-cultural ability. Of course, it will take a long time for CBI to be applied well in business Chinese teaching.
【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(lèi)號(hào)】：H195.3;F7-4

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