發(fā)布時(shí)間：2018-06-05 19:06

  本文選題：任務(wù)型教學(xué) + 對(duì)泰　； 參考：《山東大學(xué)》2012年碩士論文

【摘要】：當(dāng)前情況下,全球范圍內(nèi)“漢語(yǔ)熱”現(xiàn)象的普遍升溫已是不爭(zhēng)的事實(shí)。近年來(lái),中國(guó)對(duì)旅游行業(yè)的投入發(fā)展、以及越來(lái)越多的中國(guó)游客走向世界的現(xiàn)象,使得對(duì)外漢語(yǔ)界對(duì)旅游漢語(yǔ)這一專(zhuān)門(mén)用途漢語(yǔ)的研究也逐漸提上日程。無(wú)論從文化傳播還是語(yǔ)言推廣的角度,旅游漢語(yǔ)都將被越來(lái)越多的學(xué)習(xí)者和教學(xué)者所關(guān)注,從而使得有關(guān)旅游漢語(yǔ)的研究成為對(duì)外漢語(yǔ)學(xué)界一個(gè)重要的研究課題。 目前為止,雖然國(guó)內(nèi)外教學(xué)機(jī)構(gòu)已經(jīng)開(kāi)始開(kāi)展旅游漢語(yǔ)專(zhuān)項(xiàng)教學(xué),但是各界對(duì)旅游漢語(yǔ)的研究尚處于起步階段,不論從教材方面還是教學(xué)方面都存在很大的空白,也未能體現(xiàn)旅游漢語(yǔ)的交際性及專(zhuān)門(mén)性特點(diǎn)。任務(wù)型語(yǔ)言教學(xué)(Task-based Language Teaching)是近20年來(lái)發(fā)展起來(lái)的以交際活動(dòng)和意義表達(dá)為中心、強(qiáng)調(diào)“在做中學(xué)”的交際型語(yǔ)言教學(xué)模式,這與旅游漢語(yǔ)強(qiáng)調(diào)在旅游活動(dòng)中提高運(yùn)用漢語(yǔ)解決問(wèn)題的交際目標(biāo)正好相輔相成。 因而,筆者利用在泰國(guó)碧武里皇家大學(xué)教學(xué)實(shí)踐的機(jī)會(huì),以《結(jié)合任務(wù)型教學(xué)的對(duì)泰旅游漢語(yǔ)教學(xué)設(shè)計(jì)》作為本文研究課題,調(diào)查分析泰國(guó)學(xué)生對(duì)旅游漢語(yǔ)課堂的了解及學(xué)習(xí)需求,嘗試以任務(wù)型教學(xué)法為基礎(chǔ)進(jìn)行對(duì)泰旅游漢語(yǔ)課的教學(xué)設(shè)計(jì),希望對(duì)提高旅游漢語(yǔ)教學(xué)效率有所幫助,也希望能起到拋磚引玉的作用,引起廣大海外漢語(yǔ)教師們對(duì)旅游漢語(yǔ)教學(xué)的關(guān)注及研究。 本論文除緒論、結(jié)語(yǔ)外共分五章：第一章文獻(xiàn)綜述,主要回顧評(píng)述了國(guó)內(nèi)外對(duì)任務(wù)型教學(xué)、旅游漢語(yǔ)、第二語(yǔ)言教學(xué)設(shè)計(jì)及泰國(guó)漢語(yǔ)教學(xué)的研究成果；第二章大體介紹了任務(wù)型教學(xué)相關(guān)理論及旅游漢語(yǔ)的性質(zhì)及特征,在此基礎(chǔ)上對(duì)任務(wù)型教學(xué)應(yīng)用于旅游漢語(yǔ)教學(xué)課堂上的適用性進(jìn)行了分析,并提出了結(jié)合任務(wù)型教學(xué)的旅游漢語(yǔ)教學(xué)設(shè)計(jì)原則；第三章主要對(duì)泰國(guó)大學(xué)生的個(gè)體因素及旅游漢語(yǔ)教學(xué)需求進(jìn)行了調(diào)查分析,并針對(duì)分析結(jié)果設(shè)計(jì)了結(jié)合任務(wù)型的對(duì)泰旅游漢語(yǔ)教學(xué)模式；第四章是具體教學(xué)設(shè)計(jì)舉例,將理論付諸實(shí)踐；第五章為教學(xué)反饋與啟示,通過(guò)學(xué)生對(duì)任務(wù)型教學(xué)的反饋情況總結(jié)該設(shè)計(jì)的不足之處,以對(duì)從事該旅游漢語(yǔ)課程教學(xué)的教師有所啟示。
[Abstract]:At present, it is an indisputable fact that the universal warming of the phenomenon of "Chinese fever" in the world. In recent years, with the development of Chinese investment in tourism industry and the phenomenon that more and more Chinese tourists go to the world, the research on tourism Chinese as a special purpose Chinese has been put on the agenda. From the perspective of cultural communication and language promotion, tourism Chinese will be paid more and more attention by learners and teachers, which makes the study of tourism Chinese become an important research topic in the field of Chinese as a foreign language (TCFL). So far, although domestic and foreign teaching institutions have started to carry out special teaching of tourism Chinese, the research on tourism Chinese from all walks of life is still in its infancy, and there is a big gap in both teaching materials and teaching. It also fails to reflect the communicative and specialized features of tourist Chinese. Task-based Language teaching (Task-based Language teaching) is a communicative language teaching model which focuses on communicative activities and meaning expression and emphasizes "learning from doing". This is complementary to the communicative goal of using Chinese to solve problems in tourism activities. Therefore, the author takes the opportunity of teaching practice in the Royal University of Bibuli, Thailand, to take "Task-based Chinese Teaching Design for Tourism in Thailand" as the research topic of this paper. Based on the investigation and analysis of Thai students' understanding and learning needs of tourism Chinese classes, this paper attempts to design the teaching of Task-based Chinese courses in Thailand, hoping to help improve the efficiency of tourism Chinese teaching. It also hopes to play a role in attracting overseas Chinese teachers' attention and research on tourism Chinese teaching. In addition to the introduction and conclusion, this thesis is divided into five chapters: chapter one is a literature review, which reviews the domestic and foreign research achievements on task-based teaching, tourism Chinese, second language teaching design and Thai Chinese teaching. The second chapter introduces the theory of task-based teaching and the nature and characteristics of Task-based Teaching, and then analyzes the applicability of Task-based Teaching in Task-based Chinese Teaching. The author also puts forward the design principles of tourism Chinese teaching combined with task-based teaching. The third chapter investigates and analyzes the individual factors of Thai college students and the needs of tourism Chinese teaching. According to the results of the analysis, the author designs a task-based Chinese teaching model for tourism in Thailand. The fourth chapter is an example of teaching design to put the theory into practice; the fifth chapter is teaching feedback and inspiration. Based on the feedback of students on task-based teaching, this paper summarizes the shortcomings of the design, in order to enlighten the teachers who are engaged in the teaching of Task-based Chinese course.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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