【摘要】：漢語寫作既難學(xué)也難教。對于學(xué)生,寫作綜合了詞匯、語法、篇章等方面的知識,是體現(xiàn)語言綜合運用能力的難度最大的一項技能。對于教師,教學(xué)內(nèi)容涉及面廣、課時少、課堂活動不易組織,教學(xué)難度大。對外漢語寫作教學(xué),主要就是幫助學(xué)生運用所學(xué)的漢語知識,排除母語的干擾,能夠準確、生動地表達內(nèi)容和思想。寫作是一個進階的過程,對于沒有進行過漢語寫作或者很少進行漢語寫作的留學(xué)生來說,從句子到段落再到語篇的進階練習(xí),無論是從人的認識規(guī)律還是學(xué)生第二語言習(xí)得規(guī)律都是很有必要的。高級階段的留學(xué)生,雖然有了一定的漢語基礎(chǔ),但是要一口氣完成整篇文章的寫作,還是會出現(xiàn)各種偏誤。為解決留學(xué)生的這個難題,本文提出了“漢語進階寫作教學(xué)法”,在完成篇章寫作的任務(wù)時,進行分階段的、階梯式的、由淺入深的分為由句到段、由段到篇的漸進式“進階寫作訓(xùn)練”,將會對留學(xué)生的寫作有很大的幫助,文章具體內(nèi)容如下： 首先,介紹了選擇這個題目的理由和意義、研究對象和研究方法。 其次,在總結(jié)前人研究成果的基礎(chǔ)上,對與進階寫作教學(xué)相關(guān)的幾種寫作教學(xué)方法進行了簡單的介紹,包括結(jié)果教學(xué)法、過程教學(xué)法、體裁法、過程體裁法以及“分階段教學(xué)法”,然后介紹了留學(xué)生漢語進階寫作教學(xué)的緣起和設(shè)想,最后較完整的介紹了什么是進階寫作教學(xué)。 再次,本文依據(jù)湖南師范大學(xué)高級階段留學(xué)生的作文、北京語言大學(xué)和暨南大學(xué)中介語語料庫的部分語料以及一部分南開大學(xué)漢語言文化學(xué)院進修生高級班的寫作課考試試卷,從句子、語段、篇章三個階段來分析在進階寫作教學(xué)中學(xué)生應(yīng)該注意的偏誤,再針對這些偏誤設(shè)置相關(guān)的練習(xí)進行教學(xué)。 最后,本文對前面提出的進階寫作教學(xué)進行了三個課時的教案設(shè)計,并把這個設(shè)計用于實踐,對高級階段的亞洲留學(xué)生進行了教學(xué),并請其他老師到堂聽課,對在實踐過程中的教師、學(xué)生的反應(yīng)進行相關(guān)的記錄。在三個課時上完之后,授課老師針對上課情況做一個教學(xué)反思；對學(xué)生做了一個關(guān)于教學(xué)時間分布、教學(xué)效果評價的調(diào)查,并對這些調(diào)查結(jié)果進行統(tǒng)計和分析；另外,對聽課老師的意見和反饋做一個總結(jié),在上完課之后,和其他聽課老師一起進行討論,對好的、不好的環(huán)節(jié)設(shè)計和在實際操作中應(yīng)該注意的細節(jié)問題以及學(xué)生的反應(yīng)進行分析,好的方面繼續(xù)保持,不好的方面再繼續(xù)改進。 文章的末尾對進階寫作教學(xué)這種教學(xué)模式以及具體實踐操作中的問題進行總結(jié),總結(jié)一些不足的地方和有待改進的地方。
[Abstract]:Chinese writing is difficult to learn and teach. For students, writing integrates vocabulary, grammar, text and other knowledge, and is one of the most difficult skills to reflect the comprehensive use of language. For teachers, the teaching content is wide, the class hours are few, the classroom activities are not easy to organize, and the teaching is difficult. The teaching of writing as a foreign language is mainly to help students use the Chinese knowledge they have learned, eliminate the interference of their mother tongue, and express their contents and ideas accurately and vividly. Writing is an advanced process. For foreign students who have not written in Chinese or rarely write in Chinese, from sentence to paragraph to text, It is necessary both from the law of human cognition and from the law of students' second language acquisition. Although the advanced foreign students have a certain Chinese foundation, there will still be all kinds of errors in order to complete the writing of the whole article in one breath. In order to solve this problem of foreign students, this paper puts forward the "Chinese Advanced Writing Teaching method". When completing the task of text writing, it is divided into two parts: from sentence to paragraph, step by step, from shallow to deep. The progressive "advanced writing training" from paragraph to article will be of great help to the writing of foreign students. The specific contents of the article are as follows: first of all, it introduces the reason and significance of choosing this topic, the research object and the research method. Secondly, on the basis of summing up the previous research results, this paper briefly introduces several writing teaching methods related to advanced writing teaching, including result teaching method, process teaching method and style method. The process style method and the "phased teaching method" are introduced, and then the origin and assumption of the Chinese advanced writing teaching for foreign students are introduced, and finally, what is the advanced writing teaching is completely introduced. Thirdly, this paper is based on the composition of the advanced students in Hunan normal University, some corpus of the interlanguage corpus of Beijing language University and Jinan University, and the writing examination papers of some advanced students in the School of Chinese language and Culture of Nankai University. This paper analyzes the errors that students should pay attention to in the teaching of advanced writing from three stages: sentence, paragraph and text, and then carries on the teaching according to the practice of setting these errors. Finally, this paper designs the teaching plan of the advanced writing teaching for three hours, and applies this design to practice, teaches the Asian students in the advanced stage, and invites other teachers to attend the class. Record the reactions of teachers and students in the process of practice. After three class hours, the teacher makes a teaching reflection on the class situation, makes a survey on the distribution of teaching time and the evaluation of teaching effect, and makes statistics and analysis on the results of these surveys. In addition, make a summary of the comments and feedback of the listening teachers, and discuss them with other listening teachers after the class. The bad link design and the details that should be paid attention to in the actual operation as well as the students' reaction are analyzed. The good aspects continue to be maintained and the bad aspects continue to improve. At the end of the paper, the teaching mode of advanced writing teaching and the problems in practical operation are summarized, and some shortcomings and areas to be improved are summarized.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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