發(fā)布時(shí)間：2019-02-14 20:46

【摘要】：本文主要以實(shí)地課堂錄音的方式收集初級(jí)階段對(duì)外漢語(yǔ)教師課堂語(yǔ)言的語(yǔ)料，再轉(zhuǎn)寫成文本，其后根據(jù)文本資料對(duì)教師課堂語(yǔ)言做出分析�？疾斓闹饕秶浅跫�(jí)漢語(yǔ)階段的讀寫課（精讀課）、口語(yǔ)課和聽(tīng)力課。參考以往學(xué)者對(duì)母語(yǔ)為漢語(yǔ)的教師課堂教學(xué)語(yǔ)言的分類，我將對(duì)外漢語(yǔ)教師課堂語(yǔ)言從“組織教學(xué)用語(yǔ)”和“教學(xué)用語(yǔ)”兩方面來(lái)劃分，每一個(gè)大方面下又按照具體語(yǔ)言的特征用途細(xì)分出若干個(gè)小的部分，其后將我轉(zhuǎn)寫的語(yǔ)料根據(jù)設(shè)定好的類別分門別類。最后總結(jié)出教師口語(yǔ)的普遍特點(diǎn)，，并從教師個(gè)體差異、課型差異、教材差異等方面進(jìn)行具體分析，得出結(jié)論并給出合適的建議。 第一章是緒論部分。主要介紹選題的目的和意義，導(dǎo)入相關(guān)的國(guó)內(nèi)外研究現(xiàn)狀，介紹本文的研究對(duì)象、擬采用的理論、方法及語(yǔ)料來(lái)源。 第二章是介紹初級(jí)漢語(yǔ)階段不同課型中教師課堂語(yǔ)言，羅列出通過(guò)實(shí)地隨堂聽(tīng)課錄音轉(zhuǎn)寫而成的語(yǔ)料。課型主要有讀寫課（精讀課）、口語(yǔ)課和聽(tīng)力課，并對(duì)每位考察對(duì)象做出相應(yīng)的總結(jié)和評(píng)價(jià)。 第三章是根據(jù)第二章得出的結(jié)果對(duì)漢語(yǔ)初級(jí)階段教師課堂語(yǔ)言進(jìn)行探討，首先對(duì)所有考察對(duì)象的課堂語(yǔ)言特點(diǎn)做出概括性的說(shuō)明，其后從不同角度詳細(xì)分析。 第四章以前幾章的研究結(jié)果作為基礎(chǔ)，對(duì)教師課堂語(yǔ)言作出評(píng)價(jià)，并從言語(yǔ)風(fēng)格、情感流露、節(jié)奏與句長(zhǎng)、語(yǔ)言的發(fā)展性和教師的口頭禪等幾個(gè)方面給予適當(dāng)?shù)慕ㄗh。 第五章是結(jié)語(yǔ)部分。對(duì)論文所探討的問(wèn)題進(jìn)行總結(jié)，說(shuō)明論文的價(jià)值所在，同時(shí)指出今后有待繼續(xù)深入研究的方向。
[Abstract]:This paper mainly collects the language materials of the classroom language of TCFL teachers in the primary stage by recording in the field, then transliterates them into text, and then makes an analysis of the classroom language of the teacher according to the text materials. The main scope of the investigation is reading and writing (intensive reading), oral English and listening. Referring to the past scholars' classification of the classroom teaching languages of teachers whose mother tongue is Chinese, I divide the classroom language of TCFL into two aspects: "organizing teaching language" and "teaching language". In each aspect, we subdivide several small parts according to the specific features of the language, and then classify the data I have transferred into categories according to the set categories. Finally, this paper summarizes the general characteristics of teachers' oral English, and analyzes the teacher's individual differences, class type differences, teaching materials differences and so on, and draws a conclusion and gives appropriate suggestions. The first chapter is the introduction. This paper mainly introduces the purpose and significance of the topic, introduces the current research situation at home and abroad, introduces the research object, the theory, the method and the source of the corpus. The second chapter introduces the classroom language of teachers in different classes of primary Chinese, and lists the language materials which are recorded in the listening class in the field. The main classes are reading and writing (intensive reading), oral and listening, and make a corresponding summary and evaluation of each subject. The third chapter is based on the results of the second chapter to explore the classroom language of Chinese teachers at the primary stage. Firstly, the characteristics of the classroom language of all the subjects are described in a general way, and then analyzed from different angles. On the basis of the research results of the previous chapters, the fourth chapter evaluates the classroom language of teachers and gives appropriate suggestions from the aspects of language style, emotion, rhythm and sentence length, language development and teachers' mantra. The fifth chapter is the conclusion. The problems discussed in this paper are summarized, the value of the paper is explained, and the direction of further research is pointed out.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 彭利貞;試論對(duì)外漢語(yǔ)教學(xué)語(yǔ)言[J];北京大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1999年06期

2 李春紅;對(duì)外漢語(yǔ)初級(jí)綜合課的教師語(yǔ)言[J];四川職業(yè)技術(shù)學(xué)院學(xué)報(bào);2004年02期

3 陳超美;對(duì)外漢語(yǔ)教學(xué)口語(yǔ)初探[J];黑龍江教育學(xué)院學(xué)報(bào);2003年05期

4 于天昱;李云霞;;對(duì)外漢語(yǔ)教學(xué)語(yǔ)言的運(yùn)用藝術(shù)[J];現(xiàn)代教育科學(xué);2006年07期

5 郝琳;對(duì)外漢語(yǔ)教師與漢語(yǔ)學(xué)習(xí)者交際時(shí)語(yǔ)言使用情況考察[J];暨南大學(xué)華文學(xué)院學(xué)報(bào);2003年02期

6 陳秋仙;;國(guó)內(nèi)教師話語(yǔ)的研究現(xiàn)狀及其對(duì)二語(yǔ)習(xí)得的學(xué)理意義[J];教育理論與實(shí)踐;2007年12期

7 阮詠梅;對(duì)外漢語(yǔ)教師的教學(xué)機(jī)智和課堂教學(xué)[J];寧波大學(xué)學(xué)報(bào)(教育科學(xué)版);2002年01期

8 胡青球;;優(yōu)秀英語(yǔ)教師課堂話語(yǔ)特征分析[J];山東外語(yǔ)教學(xué);2007年01期

9 呂必松;;關(guān)于對(duì)外漢語(yǔ)教師業(yè)務(wù)素質(zhì)的幾個(gè)問(wèn)題[J];世界漢語(yǔ)教學(xué);1989年01期

10 劉曉雨;;提問(wèn)在對(duì)外漢語(yǔ)課堂教學(xué)中的運(yùn)用[J];世界漢語(yǔ)教學(xué);2000年01期

相關(guān)碩士學(xué)位論文 前2條

1 卜佳暉;漢語(yǔ)教師課堂語(yǔ)言輸入特點(diǎn)分析[D];北京語(yǔ)言文化大學(xué);2000年

2 王麗;試論漢語(yǔ)口語(yǔ)的特點(diǎn)[D];天津師范大學(xué);2007年

本文編號(hào)：2422592