本文關(guān)鍵詞： 支架式教學法 教學案例 對外漢語教學 中級漢語口語 教學實踐　出處：《遼寧大學》2013年碩士論文　論文類型：學位論文

【摘要】：中國自改革開放以來，不斷的迎接四面八方的來客，漢語也隨著中國實力的強大而走向世界。隨著國家綜合實力的不斷加大，國家對世界漢語教學的工作的大力支持與重視，對外漢語教學事業(yè)由此得到迅猛發(fā)展。因此對其要求也不斷的提高，對于對外漢語教師以及研究學者來講，如何創(chuàng)新改良教學方法以及教學手段，從而可以提高對外漢語教學質(zhì)量，是他們研究的重要課題。 對外漢語教學中，對外漢語口語教學在漢語教學中占有重要地位。外國留學生學習漢語，主要目的就是能運用漢語可以進行實際的交際，口語課最主要的教學任務(wù)就是提高學習者漢語口語交際水平，以滿足學習的需求。對外漢語教師應(yīng)當考慮如果有效地組織課堂教學，帶動學生的積極性以及增添趣味性。 本文是在建構(gòu)主義理論指導(dǎo)下，打破“以教師為中心”的傳統(tǒng)教學模式，利用對外漢語中級口語教學特點，嘗試利用支架式教學法進行教學實驗。通過支架式教學法在目的語環(huán)境對中級口語課進行全新的設(shè)計，從學習者課堂表現(xiàn)、課堂操練效果作為出發(fā)點，都可以充分的證明支架式教學法適用于中級口語教學，效果比傳統(tǒng)的語言教學要明顯。 本文第一部分是緒論，在當下背景下，我們在前人研究的基礎(chǔ)上加以創(chuàng)新，闡明選題意義及目的。第二部分是通過對外漢語中級口語特點，以及課上常出現(xiàn)的問題進行分析。第三部分是全文的重點，通過利用支架式教學法理論原理，選取《漢語口語速成》（提高篇）中的第十四課：“我想去旅行”，進行教學實踐及教學案例分析，這是全文最具創(chuàng)新的地方。第四部分是通過教學實踐，發(fā)現(xiàn)支架式教學法的優(yōu)勢以及運用的時候需要注意的問題。最后一部分結(jié)語，通過教學實踐證明支架式教學法適用于對外漢語中級口語教學，但是由于客觀的局限性，本文不足之處還需進一步改進，為對外漢語口語教學提供優(yōu)質(zhì)的參考。 本文研究發(fā)現(xiàn)，支架式教學法有利于培養(yǎng)學習者自主學習能力，，同業(yè)也有利于調(diào)動學習者的積極性，教師更容易組織課堂教學，以便提高學習者口語表達能力及語言知識的構(gòu)建。
[Abstract]:Since the reform and opening to the outside world, China has constantly welcomed visitors from all sides, Chinese has also moved to the world with the strength of China, and with the continuous increase of the comprehensive strength of the country. Because of the great support and attention of the country to the work of teaching Chinese as a foreign language, the cause of teaching Chinese as a foreign language has developed rapidly. Therefore, the requirements for the teaching of Chinese as a foreign language have also been continuously improved, for teachers of Chinese as a foreign language and research scholars. How to innovate and improve the teaching methods and means to improve the quality of teaching Chinese as a foreign language is an important research topic for them. In the teaching of Chinese as a foreign language, oral Chinese teaching plays an important role in the teaching of Chinese. The main purpose of learning Chinese for foreign students is to be able to use Chinese for practical communication. The main teaching task of oral English course is to improve the learners' oral communication level in order to meet the needs of learning. Teachers of Chinese as a foreign language should consider how to organize the classroom teaching effectively. Motivate students to be positive and interesting. Under the guidance of constructivism theory, this paper breaks the traditional teacher-centered teaching mode and makes use of the characteristics of intermediate spoken Chinese teaching as a foreign language. This paper attempts to make use of the scaffolding teaching method to carry on the teaching experiment. Through the scaffolding teaching method carries on the brand-new design to the intermediate spoken language class in the target language environment, from the learner's classroom performance, the classroom practice effect as the starting point. It can be fully proved that the scaffold teaching method is more effective than the traditional language teaching. The first part of this paper is an introduction, in the present context, we based on the previous research to innovate, clarify the significance and purpose of the topic. The second part is through the characteristics of intermediate spoken Chinese as a foreign language. The third part is the focus of the paper, through the use of the theoretical principles of the scaffolding teaching method. Choose "I want to travel" in 14th lesson in "accelerated Chinese spoken language" (improve the text), carry on teaching practice and teaching case analysis, this is the most innovative part of the whole text. 4th part is through teaching practice. Find the advantages of the scaffolding teaching method and the problems to be paid attention to. Finally, the conclusion, through the teaching practice, it is proved that the scaffolding teaching method is suitable for the teaching of Chinese as a foreign language. However, due to the limitations of the objective, the deficiencies of this paper need to be further improved to provide a good reference for oral Chinese teaching as a foreign language. This paper finds that the scaffolding teaching method is conducive to the cultivation of learners' autonomous learning ability, the same industry is also conducive to mobilize the enthusiasm of learners, teachers easier to organize classroom teaching. In order to improve learners' oral expression ability and language knowledge construction.
【學位授予單位】：遼寧大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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