【摘要】：外語(yǔ)教學(xué)的主要目的是為了提高學(xué)習(xí)者的交際能力。課堂上教師的教學(xué)時(shí)間是非常有限的,如何在有限的課堂時(shí)間內(nèi)為學(xué)生創(chuàng)造更多的交際性練習(xí)是提高學(xué)生交際能力的關(guān)鍵�；�(dòng)是學(xué)生進(jìn)行交際練習(xí)的關(guān)鍵,而互動(dòng)性較強(qiáng)的課堂活動(dòng)就是小組活動(dòng),因此小組活動(dòng)以其獨(dú)特的優(yōu)點(diǎn)而被眾多第二語(yǔ)言教學(xué)者所采用。首先,小組活動(dòng)可以大量地增加交際性操練。在小組活動(dòng)中,學(xué)生為了完成共同的任務(wù),需要綜合地運(yùn)用所學(xué)語(yǔ)言盡可能快速地相互交流信息,這種交流是交際性的,學(xué)生首先注意的是語(yǔ)言的意義而不是形式。其次,小組活動(dòng)可以提高學(xué)生開(kāi)口率,增加課堂互動(dòng)程度。在小組活動(dòng)這樣的互動(dòng)合作學(xué)習(xí)模式中,人人參與,相互切磋,相互交流,相互影響,相互啟發(fā),相互合作,共同發(fā)現(xiàn),共同解決。另外,小組活動(dòng)還可以形成良好的語(yǔ)言交流氣氛和輕松有趣的學(xué)習(xí)氛圍。然而研究者通過(guò)自己的課堂觀察和教學(xué)實(shí)踐發(fā)現(xiàn),真實(shí)的課堂小組活動(dòng)很難達(dá)到預(yù)期的理想效果。因此,本人希望通過(guò)行動(dòng)研究發(fā)現(xiàn)提高小組活動(dòng)有效性的切實(shí)可行的方法。 研究過(guò)程主要分成三個(gè)階段： 一、課堂觀察階段——研究者從小組活動(dòng)類型、小組活動(dòng)話題選擇、學(xué)生課堂表現(xiàn)以及教師角色四個(gè)方面對(duì)初級(jí)漢語(yǔ)課堂小組活動(dòng)進(jìn)行了調(diào)查與分析。結(jié)果表明：在初級(jí)階段的對(duì)外漢語(yǔ)課堂上,小組活動(dòng)實(shí)施的時(shí)候常常出現(xiàn)以下一些情況,第一,學(xué)生無(wú)法進(jìn)行有效互動(dòng),只是形式上在輪流交換信息,當(dāng)一個(gè)同學(xué)開(kāi)口說(shuō)話的時(shí)候,別的學(xué)生在溜號(hào)或者在準(zhǔn)備自己要說(shuō)的內(nèi)容；第二,學(xué)生沒(méi)有掌握必要的小組活動(dòng)的學(xué)習(xí)策略,不會(huì)主動(dòng)發(fā)問(wèn),聽(tīng)不懂的時(shí)候或者不明白的時(shí)候就一帶而過(guò),并沒(méi)有停下來(lái)進(jìn)行意義協(xié)商；第三,教師對(duì)小組活動(dòng)缺乏引導(dǎo)或者引導(dǎo)不當(dāng)。研究者反思后提出假設(shè)：教師在小組活動(dòng)中的作用至關(guān)重要,從活動(dòng)前的準(zhǔn)備,如小組活動(dòng)類型的選擇,小組活動(dòng)話題的選擇,到小組活動(dòng)實(shí)施過(guò)程中國(guó)的引導(dǎo)、反饋、總結(jié),都是影響小組活動(dòng)成敗的關(guān)鍵因素。因此,作者設(shè)想小組活動(dòng)效率低和交際性差的主要原因一是因?yàn)榻處煕](méi)有在前期小組活動(dòng)準(zhǔn)備中嵌入可以引發(fā)小組成員進(jìn)行意義協(xié)商的疑點(diǎn),二是因?yàn)榻處煕](méi)有通過(guò)有意識(shí)地學(xué)習(xí)策略培訓(xùn),培養(yǎng)學(xué)生意義協(xié)商的意識(shí)。 二、教學(xué)設(shè)計(jì)階段——研究者根據(jù)以上假設(shè),以自身教學(xué)實(shí)踐中的學(xué)生為實(shí)驗(yàn)對(duì)象,進(jìn)行有關(guān)增多小組活動(dòng)中意義協(xié)商的教學(xué)設(shè)計(jì)。 三、實(shí)驗(yàn)教學(xué)階段——在進(jìn)行“增多小組活動(dòng)中意義協(xié)商”的行動(dòng)研究中,通過(guò)不斷地觀察與分析,實(shí)驗(yàn)、反思與再實(shí)驗(yàn)的實(shí)踐活動(dòng)。 本研究取得的結(jié)論為：(一)在設(shè)計(jì)小組活動(dòng)的時(shí)候,在材料中有目的的插入一些和課文所涉及話題相關(guān)的生詞可以提高活動(dòng)中的意義協(xié)商的頻率；(二)在布置任務(wù)時(shí),要通過(guò)有計(jì)劃地教授常用的進(jìn)行意義協(xié)商的語(yǔ)言形式,增加小組活動(dòng)中的意義協(xié)商,并使學(xué)生逐漸建立進(jìn)行意義協(xié)商的意識(shí)。(三)在實(shí)施小組活動(dòng)的過(guò)程中,教師要適時(shí)地對(duì)學(xué)生進(jìn)行引導(dǎo),恰當(dāng)?shù)氐靥嵝褜W(xué)生進(jìn)行意義協(xié)商。 最后研究者根據(jù)行動(dòng)研究的結(jié)果對(duì)對(duì)外漢語(yǔ)教師提出了自己在初級(jí)漢語(yǔ)課堂小組活動(dòng)方面的建議。
[Abstract]:The main purpose of foreign language teaching is to improve the communicative competence of learners. The teacher's teaching time in class is very limited, how to create more intercommunicating practice for students in limited classroom time is the key to improve students' communicative competence. The interaction is the key to the students' communicative activities, while the more interactive classroom activity is the group activity, so the group activity is adopted by many second language teachers with its unique advantages. First, the group activity can greatly increase the intertextuality practice. In group activities, in order to accomplish common tasks, students need to use the language they learn to exchange information as quickly as possible. This communication is intercommunicating. The students first pay attention to the meaning of language rather than the form. Secondly, group activity can improve student's opening rate and increase the degree of classroom interaction. In the interactive cooperative learning mode such as group activities, everyone is involved in, mutual understanding, mutual communication, mutual influence, mutual inspiration, mutual cooperation, mutual discovery, and common solution. In addition, group activities can form a good language exchange atmosphere and an easy and fun learning atmosphere. However, the researchers have found that the real classroom group activity is difficult to achieve the desired ideal effect through its own classroom observation and teaching practice. I therefore wish to find practical ways to improve the effectiveness of group activities through action research. The research process is mainly divided into three Phase: 1. The classroom observation period _ researchers conducted the activities of primary Chinese classroom group from four aspects: group activity type, group activity topic selection, student class performance and teacher role. Investigation and analysis. The results show that in TCFL class in the primary stage, there are some situations in the implementation of group activities. First, students can't interact effectively, only in the form of exchange of information in turn, when a student opens When speaking, the other students are at the slip or in preparation for what they want to say; secondly, the students do not have the learning strategies of the necessary group activities, do not take the initiative to ask, do not understand when or when they do not understand, and do not stop to make sense Consultation; Third, the teacher's lack of guidance on group activities or Improper guidance. After reflection, the researchers put forward the assumption that the role of teachers in group activities is very important, from pre-activity preparation, such as group activity type selection, group activity topic selection, to group activity implementation process China guidance, Feedback, summary, all are the success or failure of group activities Therefore, the author thinks that the main reason for the low efficiency of group activity and the difference of intercommunicating sex is that teachers do not embed in the preparation of pre-group activities can lead to the doubtful points of meaningful consultation among the members of the group, because the teachers do not adopt the conscious geoscience Learning Strategies Training and Cultivating Students' Sense In the course of teaching design phase _ researchers, according to the above assumptions, take the students in their own teaching practice as the experimental objects, and carry out the activities of the related increase group. The teaching design of pre-negotiation. III. Stage of experimental teaching _ in "in that follow-up study of the significance consultation in group activity, through continuous observation and analysis, experiment, The results obtained in this study are: (1) When designing group activities, it is possible to insert some new words related to topics related to the topic in the material to improve the sense of meaning in the activities. the frequency of a quotient; (ii) in the assignment of a task, it is necessary to increase the meaning consultation in the group activity by means of a language form of meaningful negotiation commonly used by professors, and to make learning (3) In the process of carrying out the group activities, teachers should guide the students in the process of carrying out the group activities, Finally, according to the result of the action study, the researcher put forward the self-help of the Chinese as a foreign language teacher.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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