發(fā)布時(shí)間：2018-05-24 20:41

  本文選題：祈使句 + 教學(xué)設(shè)計(jì)��； 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：外語教學(xué)應(yīng)遵從以教師為主導(dǎo)、學(xué)生為主體的思想，根據(jù)不同學(xué)習(xí)背景下不同學(xué)生的不同特點(diǎn)，設(shè)計(jì)科學(xué)、系統(tǒng)的教學(xué)方案。教學(xué)設(shè)計(jì)是根據(jù)教學(xué)的客觀條件和目標(biāo)，合理、有序地安排教學(xué)各要素，形成最優(yōu)教學(xué)方案的過程，是教師對教材的重新展示。教學(xué)設(shè)計(jì)的最終目標(biāo)是為了教學(xué)效果的最優(yōu)化。在對外漢語教學(xué)過程中，老師們承擔(dān)著語音、詞匯、語法教學(xué)，國情、禮儀、文化傳播等多方面教學(xué)任務(wù)，所以漢語國際教育專業(yè)的學(xué)生不僅需要掌握比較系統(tǒng)的漢語理論、中華文化、才藝、禮節(jié)等方面知識，具備語言實(shí)踐能力，而且需要掌握教授這些知識的方法，基本具備教好漢語的能力。近年來，隨著漢語國際推廣事業(yè)和對外漢語教學(xué)事業(yè)的迅速發(fā)展，如何在教學(xué)理論的指導(dǎo)下，根據(jù)學(xué)生特點(diǎn)對教材內(nèi)容和現(xiàn)有教學(xué)資料進(jìn)行相應(yīng)的整合處理，使其更適應(yīng)學(xué)生的實(shí)際能力，滿足學(xué)生的學(xué)習(xí)需求，如何調(diào)動學(xué)生的外語學(xué)習(xí)興趣，從而更好地完成教學(xué)任務(wù)已日漸成為對外漢語教育工作者們教育教學(xué)的一個(gè)研究焦點(diǎn)。本文主要選取上海教育出版社出版，邵靜敏主編的《現(xiàn)代漢語通論》第二版和商務(wù)印書館出版，朱德熙先生編著的《語法講義》為參考，結(jié)合對外漢語教學(xué)實(shí)際，針對俄羅斯學(xué)生的性格特點(diǎn)，對漢語祈使句進(jìn)行教學(xué)設(shè)計(jì)，以ppt課件的形式教學(xué)，在游戲中反復(fù)練習(xí)、實(shí)際操作，，并總結(jié)此次設(shè)計(jì)實(shí)施過程中出現(xiàn)的各種問題，分析原因并作出適當(dāng)應(yīng)對。 本文一共包括四個(gè)部分，結(jié)構(gòu)如下： 第一章是引言部分，闡述了本文選題的理論和實(shí)際意義以及研究范圍，并分析梳理了對外漢語教學(xué)設(shè)計(jì)相關(guān)的文獻(xiàn)資料和研究現(xiàn)狀，回顧了教學(xué)設(shè)計(jì)特別是對外漢語教學(xué)設(shè)計(jì)研究的歷史，對其研究的必要性加以淺析，并提出了本人在此次教學(xué)設(shè)計(jì)中的一些預(yù)期創(chuàng)新。 第二章是本次教學(xué)設(shè)計(jì)的理論依據(jù)。從分析選作參考的教材、課型、遵循的設(shè)計(jì)原則、教學(xué)方法、教學(xué)時(shí)數(shù)等幾個(gè)方面闡述本文的設(shè)計(jì)理念與方法。 第三章是本文的核心部分。本章針對對外漢語教學(xué)過程中初級階段的祈使句進(jìn)行具體的教學(xué)設(shè)計(jì)，分析學(xué)生特點(diǎn)，通過簡單的漢餓祈使句對比，找準(zhǔn)教學(xué)目標(biāo)，選擇恰當(dāng)?shù)慕虒W(xué)方法將知識點(diǎn)有機(jī)結(jié)合，組織簡單有趣的教學(xué)游戲，從而達(dá)到更好的教學(xué)效果。并在教學(xué)設(shè)計(jì)方案實(shí)驗(yàn)之后，與學(xué)生溝通交流，總結(jié)教學(xué)效果，并整理分析，用于改善之后的教學(xué)活動。 第四章是結(jié)論部分，簡要總結(jié)概括了此次設(shè)計(jì)方案獲取的成果，客觀評論了本文在理論和具體應(yīng)用等方面的價(jià)值，并總結(jié)了設(shè)計(jì)中仍然存在的問題和不足。
[Abstract]:Foreign language teaching should follow the idea of teachers as the main body and students as the main body. According to the different characteristics of different students under different learning backgrounds, the scientific and systematic teaching scheme should be designed. According to the objective conditions and objectives of teaching, teaching design is the process of arranging the elements of teaching reasonably and orderly and forming the best teaching plan. It is also the redisplay of teaching materials by teachers. The ultimate goal of teaching design is to optimize the teaching effect. In the process of teaching Chinese as a foreign language, teachers undertake the tasks of teaching phonetics, vocabulary, grammar, national conditions, etiquette, cultural communication, and so on. Therefore, students majoring in Chinese international education not only need to master more systematic Chinese theories, Chinese culture, talent, etiquette and other knowledge, language practice ability, and need to master the method of teaching these knowledge, basically have the ability to teach Chinese. In recent years, with the rapid development of the international promotion of Chinese and the teaching of Chinese as a foreign language, under the guidance of the teaching theory, how to integrate the contents of the teaching materials and the existing teaching materials according to the characteristics of the students. How to adapt to the students' actual ability and meet the students' learning needs, how to arouse the students' interest in foreign language learning, and how to accomplish the teaching tasks better has become a research focus in the teaching of Chinese as a foreign language (TCFL) educators. This article mainly chooses Shanghai Education Press to publish, Shao Jingmin's second edition of the General Theory of Modern Chinese and the Commercial Press to publish, Mr. Zhu Dexi's Grammar Lecture as reference, combined with the reality of teaching Chinese as a foreign language. According to the character characteristics of Russian students, the teaching design of Chinese imperative sentence is carried out, teaching in the form of ppt courseware, practicing repeatedly in the game, practical operation, and summing up all kinds of problems that appear in the course of this design implementation. Analyze the causes and make appropriate countermeasures. There are four parts in this paper. The structure is as follows: The first chapter is the introduction part, which expounds the theoretical and practical significance and research scope of this topic, and analyzes and combs the literature and research status of the design of teaching Chinese as a foreign language. This paper reviews the history of teaching design, especially the history of teaching design for Chinese as a foreign language, analyzes the necessity of its research, and puts forward some expected innovations in this teaching design. The second chapter is the theoretical basis of this teaching design. This paper expounds the design idea and method of this article from the aspects of analyzing the teaching materials, class types, design principles, teaching methods, teaching hours and so on. The third chapter is the core part of this paper. This chapter carries on the concrete teaching design for the imperative sentence in the primary stage of teaching Chinese as a foreign language, analyzes the characteristics of the students, finds out the teaching goal through the simple comparison of the Chinese and hungry imperative sentences, and chooses the appropriate teaching method to combine the knowledge points organically. Organize simple and interesting teaching games to achieve better teaching results. After the experiment of the teaching design scheme, the author communicates with the students, summarizes the teaching effect, and analyzes it to improve the teaching activities. The fourth chapter is the conclusion, briefly summarizes the results obtained from the design scheme, objectively comments on the value of this paper in theory and concrete application, and summarizes the problems and shortcomings in the design.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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本文編號：1930473