本文選題：泰國中學(xué) + 漢語教學(xué)��； 參考：《中央民族大學(xué)》2012年碩士論文

【摘要】：在全球漢語熱的背景下,泰國近年來的漢語教學(xué)發(fā)展日漸蓬勃,學(xué)習(xí)漢語的學(xué)生與日俱增。但是,漢語課堂的教學(xué)質(zhì)量卻并不理想�，F(xiàn)有的泰國中學(xué)漢語課堂教學(xué)偏重傳統(tǒng)教學(xué)法,教師以授課為中心,師生之間互動非常少,影響了漢語課堂教學(xué)的效果。 本文通過課堂觀察和問卷調(diào)查,了解泰國中學(xué)漢語教學(xué)中存在的問題,結(jié)合泰國學(xué)生學(xué)習(xí)漢語的特點(diǎn),提出將任務(wù)教學(xué)法應(yīng)用于泰國中學(xué)的漢語教學(xué),以改進(jìn)泰國漢語教學(xué)的質(zhì)量。為探討任務(wù)教學(xué)法在泰國中學(xué)漢語教學(xué)中的應(yīng)用,筆者進(jìn)行了任務(wù)教學(xué)法實(shí)驗(yàn)。我們選擇《體驗(yàn)漢語》中的《食品》一課作為例子,對該課的任務(wù)教學(xué)法進(jìn)行設(shè)計,再將設(shè)計好的仟務(wù)應(yīng)用到課堂教學(xué)中,并分析探討結(jié)果和主要存在不足的地方。 調(diào)查顯示,目前泰國中學(xué)漢語教學(xué)中存在以下幾個主要問題：(一)學(xué)生的學(xué)習(xí)動機(jī)有待加強(qiáng)；(二)偏重傳統(tǒng)的教學(xué)方法；(三)部分教材存在一些問題；(四)課時偏少,教學(xué)設(shè)計有待完善。任務(wù)教學(xué)法在漢語教學(xué)領(lǐng)域受到較多認(rèn)可的一種比較先進(jìn)的教學(xué)法,可以有效地克服泰國中學(xué)漢語教學(xué)存在的問題,提高漢語教學(xué)的效果。任務(wù)教學(xué)法對于泰國中學(xué)漢語教學(xué)的適用性主要表現(xiàn)在：(一)任務(wù)教學(xué)法可以增強(qiáng)課堂互動性,提高學(xué)生的參與程度；(二)任務(wù)教學(xué)法有助于活躍課堂氣氛,提高學(xué)生對漢語課的興趣；(三)任務(wù)教學(xué)法可以有效培養(yǎng)學(xué)生的漢語交際能力；(四)任務(wù)教學(xué)法可以很好地適應(yīng)泰國中學(xué)生的學(xué)習(xí)特點(diǎn)。 雖然半數(shù)以上的泰國中學(xué)漢語教師了解任務(wù)教學(xué)法,但很少有人將任務(wù)教學(xué)法應(yīng)用到漢語課堂上,有的教師表示漢語課的課時少,設(shè)計任務(wù)需花很長時間；有些教師表明教師個人任務(wù)負(fù)擔(dān)很重,沒有時間設(shè)計任務(wù)或者課堂活動。為探討任務(wù)教學(xué)法在泰國中學(xué)漢語教學(xué)中的應(yīng)用,筆者以泰國某中學(xué)一年級漢語課為例,在泰國中學(xué)漢語課堂上進(jìn)行了任務(wù)教學(xué)法的實(shí)驗(yàn)研究,借以驗(yàn)證任務(wù)教學(xué)法的效果,指出需要改進(jìn)的地方。 筆者所進(jìn)行的任務(wù)教學(xué)法實(shí)驗(yàn)表明,任務(wù)教學(xué)法不僅可以收到語言習(xí)得方面的效果,也可以得到非語言知識的結(jié)果。任務(wù)教學(xué)法有利于改善學(xué)生的學(xué)習(xí)態(tài)度,提高學(xué)生的互動性,培養(yǎng)學(xué)生的思維,調(diào)動學(xué)生的學(xué)習(xí)興趣。在語言知識學(xué)習(xí)方面,任務(wù)有一定梯度,可以使學(xué)生的學(xué)習(xí)一步一步向前推進(jìn),逐步習(xí)得漢語。 希望本研究能促進(jìn)任務(wù)教學(xué)法在泰國中學(xué)漢語課堂的應(yīng)用,以達(dá)到提升中學(xué)漢語課堂教學(xué)水平的目的。
[Abstract]:Under the background of global Chinese fever, Chinese teaching in Thailand has been flourishing in recent years, and the number of students learning Chinese is increasing. However, the quality of Chinese teaching is not ideal. The existing Thai middle school Chinese classroom teaching emphasizes the traditional teaching method, the teacher takes the teaching as the center, the interaction between teachers and students is very little, which has affected the Chinese classroom teaching effect. Through classroom observation and questionnaire survey, this paper finds out the problems existing in the teaching of Chinese in Thai middle school, combines the characteristics of Thai students' learning Chinese, and puts forward the application of task-based approach to Chinese teaching in Thai middle schools. To improve the quality of Thai Chinese teaching. In order to explore the application of task-based teaching method in Chinese teaching in Thai middle school, the author carried out an experiment of task-based teaching method. We choose the "Food" lesson in "experience Chinese" as an example, design the task-based teaching method of this lesson, and then apply the designed task to the classroom teaching, and analyze the results and the main deficiencies. The investigation shows that at present there are several main problems in the teaching of Chinese language in Thailand: (1) the students' learning motivation needs to be strengthened. (2) the traditional teaching methods are emphasized. (3) some teaching materials have some problems. (4) the class hours are too small. The teaching design needs to be improved. Task-based teaching is a more advanced teaching method recognized in the field of Chinese teaching, which can effectively overcome the problems existing in the teaching of Chinese in Thailand and improve the effect of Chinese teaching. The applicability of task-based approach to Chinese teaching in Thailand is mainly manifested in that: (1) Task-based teaching method can enhance classroom interaction and improve students' participation. (2) Task-based approach helps to activate classroom atmosphere. (3) Task-based approach can effectively cultivate students' communicative competence in Chinese. (4) task-based teaching method can adapt well to the learning characteristics of Thai middle school students. Although more than half of Thai middle school Chinese teachers understand task-based teaching method, few people apply task-based teaching method to Chinese classroom. Some teachers say that Chinese class has less class hours and it takes a long time to design tasks. Some teachers show that teachers have a heavy personal task and have no time to design tasks or classroom activities. In order to explore the application of task-based teaching method in Chinese teaching in middle school in Thailand, the author takes the first grade Chinese class in a middle school in Thailand as an example, and carries out an experimental study of task-based teaching method in Thai middle school to verify the effect of task-based teaching method. Points out areas for improvement. The experiment of task-based approach shows that task-based approach can not only achieve the effect of language acquisition, but also the result of non-linguistic knowledge. Task-based approach is helpful to improve students' learning attitude, improve students' interactivity, cultivate students' thinking and arouse students' interest in learning. In the aspect of language knowledge learning, the task has a certain gradient, which can make students learn Chinese step by step. It is hoped that this study can promote the application of task-based approach to Chinese learning in Thai middle school, so as to improve the level of Chinese teaching in middle school.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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