本文選題：任務型教學法 + 短期漢語口語��； 參考：《遼寧師范大學》2012年碩士論文

【摘要】：交際能力體現學生語言綜合運用能力。任務型教學(Task-based Language Teaching)是20世紀80年代興起的，強調“在做中學”(learning by doing)的語言教學方法，教學過程通過教師引導語言學習者完成任務來進行。任務是這種教學法的核心。任務型語言教學法在實際的教學過程中，以學生為中心，鼓勵、引導學生在類似或者接近現實中的一系列交際任務中創(chuàng)造性地使用目的語，在世界語言教育界任務型教學法已引起了廣泛的關注。將任務型教學的概念引入短期中級口語教學中，以提高教學的實用性、針對性、靈活性以及高效性。 本研究以短期中級口語課堂為研究對象，所選任務為學生最常用、最急需的類似或接近現實生活中的一系列交際活動，當然任務的設計、選擇、安排以及實施必須是科學、合理的。學生把自己熟悉的或不太熟悉的漢語語言項目，應用到交際的過程中。通過學生在具體的語言環(huán)境中的語言表達情況，教師可以了解學生學習中存在的問題，便于在今后教學中加以改進。 本文共分五個部分。本文的第一部分是緒論，提出本文的選題背景，研究的目的、意義以及理論基礎，并闡述了主要的研究方法。 第一章是綜述國內外在任務型語言教學方面相關課題的研究，國內的研究又包括國內英語、國內漢語、漢語口語、短期漢語的研究。 第二章通過調查問卷的形式，對短期中級班學生漢語口語課的任務需求進行分析，確定短期漢語口語教學的內容，簡述了任務課堂的三個主要特點、六條原則，并介紹了任務的組成成分。 第四三章是在任務型語言教學理論指導下的任務實施，首先介紹教學實施過程，然后舉了三個任務設計內容，最后通過信息反饋，，分析本研究實施效果。 第五部分是結論，通過實踐后的信息整理，證實任務型語言教學在對外漢語教學中的應用是可行的，同時分析了本研究的創(chuàng)新之處以及不足之處。 筆者希望通過各種類似或者接近現實中的交際任務來組織、引導學生使用漢語進行交流交際。希望學生能夠在接觸真實語言、完成接近或類似現實中任務的過程中掌握敘事、評價、說明等表達方式，培養(yǎng)用漢語來思維的習慣，進行語義清晰、內容完整的表達。
[Abstract]:Communicative competence reflects students' comprehensive ability to use language. Task-based Language teaching (Task-based Language teaching) was developed in 1980s. It emphasizes the language teaching method of "learning by doing". The teaching process is carried out by teachers guiding language learners to complete their tasks. Task is the core of this teaching method. Task-based language teaching in the actual teaching process, student-centered, encourage and guide students to use the target language creatively in a series of similar or near-real communicative tasks. Task-based pedagogy has attracted wide attention in the world of language education. In order to improve the practicability, pertinence, flexibility and efficiency of teaching, the concept of task-based teaching is introduced into short term intermediate oral teaching. In this study, the short-term intermediate oral English classroom is the research object. The tasks chosen are the most commonly used, most urgently needed, similar or close to a series of communication activities in real life. Of course, the design, selection, arrangement and implementation of the tasks must be scientific. Reasonable. Students apply their familiar or unfamiliar Chinese language items to the process of communication. Through the students' language expression in the specific language environment, the teachers can understand the problems existing in the students' study and improve the teaching in the future. This paper is divided into five parts. The first part of this paper is an introduction, which puts forward the background, purpose, significance and theoretical basis of this paper, and expounds the main research methods. The first chapter is a review of domestic and foreign research on task-based language teaching, including domestic English, domestic Chinese, oral Chinese, short-term Chinese research. In the second chapter, through the form of questionnaire, the author analyzes the task demand of the short term middle class students' oral Chinese class, determines the content of the short term Chinese spoken language teaching, and outlines the three main characteristics and six principles of the task class. The composition of the task is also introduced. The fourth chapter is the task implementation under the guidance of task-based language teaching theory. Firstly, it introduces the process of teaching implementation, then presents three task design contents. Finally, through information feedback, the effect of this study is analyzed. The fifth part is the conclusion that the application of task-based language teaching in teaching Chinese as a foreign language is feasible through the collation of practical information. At the same time, it analyzes the innovation and shortcomings of this study. The author hopes to organize and guide students to communicate with Chinese through various similar or close-to-reality communication tasks. It is hoped that students can master narrative, evaluation and explanation in the process of contact with real language, complete tasks close to or similar to reality, cultivate the habit of thinking in Chinese, and express them with clear meaning and complete content.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195.3

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本文編號：1954272