本文選題：蒙古學(xué)生 + HSK口試（高等）��； 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：隨著中蒙關(guān)系越來越密切，貿(mào)易往來日益頻繁，越來越多的蒙古國人開始學(xué)習(xí)漢語，蒙古國內(nèi)專門的漢語學(xué)校也越來越多，同時對漢語教師的需求越來越大。國家漢辦培訓(xùn)了大批的漢語教師志愿者并派往蒙古國。筆者經(jīng)過國家漢辦的重重選拔，很幸運的加入到了赴蒙漢語教師志愿者的隊伍中。這篇論文就是筆者根據(jù)在蒙古國一年的教學(xué)實踐經(jīng)歷，不斷地探索思考，從實踐和理論兩個方面，對怎樣進行漢語口語教學(xué)進行了初步探究，對HSK口試成績以及漢語口頭交際能力的提高都有重要的指導(dǎo)意義。本文首先對對外漢語口語教學(xué)現(xiàn)狀和HSK口語教學(xué)現(xiàn)狀進行了分析，然后就蒙古國漢語口語教學(xué)現(xiàn)狀，學(xué)生目前漢語口語能力的表現(xiàn)，學(xué)生特點，存在的問題等進行分析，進而提出教學(xué)建議和解決教學(xué)問題的方法，并針對蒙古國學(xué)生學(xué)習(xí)漢語口語的情況，對HSK口試（高等）的考試大綱進行了詳細的分析，針對大綱的考試要求以及考察目的，詳細論述了怎樣提高課堂質(zhì)量，改善教學(xué)內(nèi)容和方法，注重創(chuàng)新實踐，不但使所教學(xué)生的HSK口試成績得到了大幅度的提高，通過率讓人滿意，而且學(xué)生的漢語交際能力明顯增強，大部分的學(xué)生都能說一口地道流利的漢語，筆者試圖通過這一年的教學(xué)實踐，建立一種有效地教學(xué)模式，希望對以后的對蒙漢語口語教學(xué)能提供有效地指導(dǎo)，讓后來的志愿者對提高口語教學(xué)效率的途徑能有跡可循。 筆者在文中主要運用了邊實驗邊教學(xué)的方式，教學(xué)對象為9、10、11三個年級四個班的學(xué)生。雖然是不同年級，但是學(xué)生的口語水平都通過了HSK口試的初、中等水平，因此可以運用相同的教學(xué)策略，只是在教學(xué)進度和知識的難易程度上有所不同。筆者在整個教學(xué)過程中，一邊運用理論指導(dǎo)教學(xué)實踐，一邊根據(jù)學(xué)生實際情況以及測試反饋結(jié)果進行分析，調(diào)整教學(xué)方法。在教學(xué)過程中，筆者綜合運用了多種教學(xué)方法，借鑒了老志愿者總結(jié)的紅藍教學(xué)法，融入了語境教學(xué)法等，并且在教學(xué)過程中注重師生互動，學(xué)生積極主動參與，學(xué)習(xí)漢語的興趣越來越濃厚，由最初的張不開嘴到最后的愿意說漢語，，主動說漢語，最終取得了可喜的成績，學(xué)生的語言運用、文化意識和整體口頭表達水平突飛猛進，使用語言準(zhǔn)確、得體，口語表達流利，而且一些復(fù)雜的句子也運用自如，甚至脫口而出。最終9年級A班的HSK口試（高等）通過率為83.3%，B班的通過率為88.8%，10年級和11年級的通過率均為100%。本文中的所有數(shù)據(jù)都是筆者在教學(xué)過程中記錄的實際數(shù)據(jù)。希望本文能夠?qū)氖聦ν鉂h語教學(xué)的老師提供一些幫助，對漢語口語教學(xué)有實際的指導(dǎo)意義，也希望筆者能夠給對外漢語口語教學(xué)研究學(xué)界做出一份貢獻。
[Abstract]:With the closer relationship between China and Mongolia, more and more trade contacts are becoming more frequent, more and more people in Mongolia begin to learn Chinese, and more and more Chinese schools of Chinese language are in Mongolia. At the same time, the demand for Chinese teachers is increasing. The state Han office has trained a large number of Chinese teachers and volunteers and sent to Mongolia. This paper is based on two aspects of practice and theory, which is a preliminary exploration of how to carry out the teaching of spoken Chinese in the two aspects of practice and theory, the results of oral examination and the oral communication of Chinese. The improvement of the force has important guiding significance. First of all, this paper analyzes the present situation of the teaching of spoken Chinese as a foreign language and the present situation of HSK oral teaching, and then analyses the present situation of the teaching of spoken Chinese in Mongolia, the performance of the students' spoken Chinese, the characteristics of the students, and the existing problems, and then puts forward some suggestions and solutions to the problems of teaching. In the light of the situation of learning Chinese spoken in Mongolia, this paper makes a detailed analysis of the examination outline of the HSK oral examination (higher). In view of the requirements of the examination and the purpose of the examination, the paper discusses in detail how to improve the quality of the class, improve the teaching content and methods, and put the emphasis on the innovation practice, not only the results of the students' HSK oral examination are achieved. By a significant increase, the rate of passing is satisfactory, and the students' ability to communicate in Chinese is obviously enhanced. Most of the students can speak a fluent Chinese language. The author tries to establish an effective teaching model through this year's teaching practice, hoping to provide effective guidance to the teaching of Mongolian spoken Chinese in the future. The volunteers can find ways to improve oral English teaching efficiency.
In this article, the author mainly uses the way of teaching by the side of the experiment. The object of teaching is the students of four classes of 9,10,11 three grades. Although they are different grades, the students' oral proficiency has passed the initial and middle level of the HSK oral test. Therefore, the same teaching strategy can be used, only in the teaching progress and the difficulty of knowledge. In the whole teaching process, the author uses the theory to guide the teaching practice, and adjusts the teaching method according to the actual situation of the students and the results of the test feedback. In the course of the teaching, the author uses a variety of teaching methods, draws on the red and blue teaching method summed up by the old volunteers, and integrates the context teaching method and so on. In the course of teaching, we pay more attention to the interaction between teachers and students, students actively participate in and learn Chinese more and more, from the initial open mouth to the last willing to speak Chinese, the initiative to speak Chinese, and finally got gratifying achievements, students' language use, cultural awareness and overall oral expression level, the use of language accurate, appropriate, The oral expression is fluent, and some complex sentences are well used and even blurted out. Finally, the HSK oral test of class A in Grade 9 is 83.3%, the pass rate of class B is 88.8%, and the passing rate of Grade 10 and 11 is all the data in this article are the actual data recorded in the teaching process. I hope this article can Some help to the teachers in teaching Chinese as a foreign language is of practical guiding significance to the teaching of spoken Chinese, and I hope that the author can make a contribution to the research field of the teaching of spoken Chinese as a foreign language.
【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

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 張國麗;烏蘭巴托中小學(xué)漢語教學(xué)研究[D];吉林大學(xué);2013年

本文編號：1932698