【摘要】：隨著中蒙關(guān)系的平穩(wěn)發(fā)展,學(xué)習(xí)漢語(yǔ)的人越來越多,漢語(yǔ)教學(xué)也越來越受到蒙古政府的重視,許多公立和私立大學(xué)都開設(shè)了漢語(yǔ)課,并初具規(guī)模。但蒙古現(xiàn)有的漢語(yǔ)教學(xué)偏重于閱讀和聽力,缺乏寫作教學(xué)的課程設(shè)置,寫作課也主要以結(jié)果教學(xué)法為指導(dǎo),過程教學(xué)法沒有得到足夠的重視。本文通過對(duì)蒙古中級(jí)漢語(yǔ)學(xué)習(xí)者的調(diào)查,發(fā)現(xiàn)過程寫作法較適合蒙古漢語(yǔ)寫作課堂,對(duì)提高蒙古中級(jí)漢語(yǔ)學(xué)習(xí)者的寫作水平有幫助。因此,本文以過程寫作法為指導(dǎo)進(jìn)行了蒙古漢語(yǔ)寫作課堂設(shè)計(jì),并對(duì)設(shè)計(jì)進(jìn)行了實(shí)際的課堂實(shí)施,以期對(duì)蒙古的漢語(yǔ)教學(xué)有一定的借鑒意義。 本文的第一部分介紹了選題的背景、意義、研究方法和內(nèi)容等,對(duì)前人的相關(guān)研究成果進(jìn)行了綜述,并介紹了建構(gòu)主義、合作學(xué)習(xí)理論和交際教學(xué)理論等過程教學(xué)法的相關(guān)理論基礎(chǔ)。第二部分通過問卷調(diào)查的形式介紹了蒙古中級(jí)漢語(yǔ)寫作課現(xiàn)狀,并對(duì)過程寫作法進(jìn)入蒙古漢語(yǔ)寫作課堂進(jìn)行了可行性分析。第三部分為本文的主體部分,筆者在這一部分以過程寫作法為指導(dǎo)進(jìn)行了蒙古中級(jí)漢語(yǔ)寫作課設(shè)計(jì)。第四部分是課堂設(shè)計(jì)的實(shí)施階段,實(shí)際記錄了蒙古中級(jí)漢語(yǔ)過程寫作課堂,并對(duì)課后效果進(jìn)行了調(diào)查分析。結(jié)語(yǔ)部分介紹了本文的研究難點(diǎn)和不足之處,并提出了對(duì)未來研究的展望。
[Abstract]:With the steady development of Sino-Mongolian relations, more and more people learn Chinese, and Chinese teaching has been paid more and more attention by the Mongolian government. Many public and private universities have offered Chinese courses and are beginning to take shape. However, the existing Chinese teaching in Mongolia focuses on reading and listening, and lacks the curriculum of writing teaching. The writing course is mainly guided by the result teaching method, and the process teaching method has not been paid enough attention to. Based on the investigation of Mongolian intermediate Chinese learners, this paper finds that the process writing method is more suitable for Mongolian Chinese writing classroom and is helpful to improve the writing level of Mongolian intermediate Chinese learners. Therefore, under the guidance of process writing method, this paper designs the Mongolian Chinese writing classroom, and carries on the actual classroom implementation to the design, in order to have certain reference significance to the Mongolian Chinese teaching. The first part of this paper introduces the background, significance, research methods and contents of the selected topic, summarizes the previous research results, and introduces the relevant theoretical basis of process teaching method, such as constructivism, cooperative learning theory and communicative teaching theory. The second part introduces the present situation of Mongolian intermediate Chinese writing class through questionnaire survey, and analyzes the feasibility of process writing method entering Mongolian Chinese writing classroom. The third part is the main part of this paper, in which the author designs the Mongolian intermediate Chinese writing course under the guidance of process writing method. The fourth part is the implementation stage of classroom design, which actually records the Mongolian intermediate Chinese process writing classroom, and makes an investigation and analysis of the after-class effect. The conclusion part introduces the difficulties and shortcomings of this paper, and puts forward the prospect of future research.
【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
【分類號(hào)】：H195

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本文編號(hào)：2503426