【摘要】：隨著第二語(yǔ)言教學(xué)由語(yǔ)言知識(shí)課向語(yǔ)言實(shí)踐課的轉(zhuǎn)化,視聽說(shuō)教學(xué)受到了極大地關(guān)注與重視。漢語(yǔ)視聽說(shuō)教學(xué)在漢語(yǔ)國(guó)際教育教學(xué)中起到了至關(guān)重要的作用。而學(xué)習(xí)者的個(gè)體差異影響到學(xué)習(xí)者的語(yǔ)言習(xí)得和課堂的教學(xué)效果。認(rèn)知風(fēng)格就是一個(gè)重要的個(gè)體差異。如果將認(rèn)知風(fēng)格引入到漢語(yǔ)視聽說(shuō)教學(xué)中,勢(shì)必會(huì)對(duì)學(xué)生的語(yǔ)言習(xí)得有很大的幫助。在導(dǎo)師的幫助指引下,筆者搜集了大量的資料,將認(rèn)知風(fēng)格理論應(yīng)用到外語(yǔ)課堂實(shí)踐教學(xué)中,在此基礎(chǔ)上找到其與對(duì)外漢語(yǔ)視聽說(shuō)教學(xué)的切入點(diǎn),希望其應(yīng)用到對(duì)外漢語(yǔ)視聽說(shuō)教學(xué)中,并有助于對(duì)外漢語(yǔ)視聽說(shuō)教學(xué)。 本文主要研究基于認(rèn)知風(fēng)格論下的漢語(yǔ)視聽說(shuō)教學(xué)。主體研究共分為四部分： 第一部分主要是對(duì)對(duì)外漢語(yǔ)視聽說(shuō)課程進(jìn)行綜述。主要從漢語(yǔ)視聽說(shuō)課程的教學(xué)概念和教學(xué)價(jià)值,漢語(yǔ)視聽說(shuō)課程的特點(diǎn),漢語(yǔ)視聽說(shuō)課程的基本授課方式和教學(xué)原則,漢語(yǔ)視聽說(shuō)課程中的語(yǔ)言習(xí)得四個(gè)方面進(jìn)行介紹說(shuō)明。 第二部分主要是對(duì)認(rèn)知風(fēng)格理論進(jìn)行闡述。主要從認(rèn)知風(fēng)格論簡(jiǎn)介,認(rèn)知風(fēng)格的分類,認(rèn)知風(fēng)格特點(diǎn)與第二語(yǔ)言習(xí)得的關(guān)系,認(rèn)知風(fēng)格對(duì)視聽說(shuō)教學(xué)策略設(shè)計(jì)的影響四個(gè)方面進(jìn)行介紹。 第三部分主要是根據(jù)外語(yǔ)教學(xué)實(shí)踐,筆者提出了基于認(rèn)知風(fēng)格論的漢語(yǔ)視聽說(shuō)課的教學(xué)原則。 第四部分主要是對(duì)基于認(rèn)知風(fēng)格理論的漢語(yǔ)視聽說(shuō)課程的教學(xué)策略進(jìn)行說(shuō)明,筆者提出了“三段式”“三層”“三變”的教學(xué)模式。
[Abstract]:With the transformation of second language teaching from language knowledge class to language practice class, visual and listening teaching has been paid great attention to. Chinese audio-visual teaching plays an important role in the teaching of Chinese international education. Individual differences of learners affect learners' language acquisition and classroom teaching results. Cognitive style is an important individual difference. If the cognitive style is introduced into the teaching of Chinese audio-visual listening and speaking, it will certainly be of great help to the students' language acquisition. Under the guidance of the tutor, the author collects a lot of data and applies the cognitive style theory to the practice teaching of foreign language classroom. On this basis, the author finds the starting point between the cognitive style theory and the audio-visual teaching of Chinese as a foreign language. It is hoped that it can be applied to the teaching of Chinese as a foreign language and contribute to the teaching of Chinese as a foreign language. This paper mainly studies Chinese audio-visual teaching based on cognitive stylistic theory. The main research is divided into four parts: the first part is a summary of visual and audiovisual courses in Chinese as a foreign language. This paper mainly introduces the teaching concept and teaching value of Chinese audio-visual course, the characteristics of Chinese audio-visual course, the basic teaching method and teaching principle of Chinese audio-visual course, and the language acquisition in Chinese audio-visual course. The second part is mainly to the cognitive style theory to carry on the elaboration. This paper mainly introduces the cognitive style theory, the classification of cognitive style, the relationship between cognitive style characteristics and second language acquisition, and the influence of cognitive style on the design of visual listening and speaking teaching strategies. In the third part, according to the practice of foreign language teaching, the author puts forward the teaching principles of Chinese audio-visual lecture based on cognitive stylistic theory. The fourth part is mainly to explain the teaching strategy of Chinese audio-visual course based on cognitive style theory. The author puts forward the teaching mode of "three-stage", "three-level" and "three changes".
【學(xué)位授予單位】：黑龍江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 錢少月;;認(rèn)知風(fēng)格與創(chuàng)造性傾向關(guān)系的研究[J];淮南師范學(xué)院學(xué)報(bào);2007年02期

2 王添淼;;基于認(rèn)知風(fēng)格理論的對(duì)外漢語(yǔ)教學(xué)策略[J];漢語(yǔ)學(xué)習(xí);2009年02期

3 肖路;對(duì)外漢語(yǔ)影視課中教師的主體作用[J];暨南大學(xué)華文學(xué)院學(xué)報(bào);2003年03期

4 劉旭暉;;基于信息技術(shù)平臺(tái)的教學(xué)模式構(gòu)建[J];科技經(jīng)濟(jì)市場(chǎng);2009年11期

5 焦鋒;;研究性學(xué)習(xí)教學(xué)設(shè)計(jì)中學(xué)習(xí)者認(rèn)知風(fēng)格因素探討[J];考試周刊;2008年29期

6 莫小容;;商務(wù)英語(yǔ)視聽說(shuō)形成性評(píng)價(jià)的探索與應(yīng)用[J];山東商業(yè)職業(yè)技術(shù)學(xué)院學(xué)報(bào);2009年04期

7 李哲;學(xué)習(xí)者認(rèn)知風(fēng)格的差異性與外語(yǔ)教學(xué)[J];外語(yǔ)教學(xué);2000年03期

8 沈履偉;淺談對(duì)外漢語(yǔ)的“視聽說(shuō)”教學(xué)[J];天津師大學(xué)報(bào)(社會(huì)科學(xué)版);1995年01期

9 劉輝雄;;關(guān)于學(xué)習(xí)認(rèn)知風(fēng)格和教學(xué)風(fēng)格的認(rèn)識(shí)與調(diào)諧[J];廈門教育學(xué)院學(xué)報(bào);2005年04期

10 王添淼;;場(chǎng)獨(dú)立與場(chǎng)依存型認(rèn)知風(fēng)格與對(duì)外漢語(yǔ)教學(xué)[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語(yǔ)教學(xué)與研究版);2007年06期

，

本文編號(hào)：2445827