本文關(guān)鍵詞： 漢語(yǔ)聽(tīng)力 課堂教學(xué) 問(wèn)題與策略　出處：《西北大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本文以對(duì)外漢語(yǔ)教學(xué)過(guò)程中三要素——教師、教材、學(xué)習(xí)者為調(diào)查對(duì)象,通過(guò)調(diào)查問(wèn)卷的形式,探討影響漢語(yǔ)聽(tīng)力課堂教學(xué)的有效性。筆者發(fā)現(xiàn)已有不少學(xué)者從教師、課程設(shè)置、教學(xué)技巧等對(duì)聽(tīng)力課堂進(jìn)行了多角度研究,但筆者以為,教師為教學(xué)過(guò)程中的引導(dǎo)者,學(xué)習(xí)者為教學(xué)過(guò)程中的主體,只有教師明晰學(xué)習(xí)者在聽(tīng)力學(xué)習(xí)過(guò)程中的真正需求,才能從本質(zhì)上改善聽(tīng)力課堂的效果,促進(jìn)學(xué)習(xí)者進(jìn)行聽(tīng)力學(xué)習(xí)。故本文主要以學(xué)習(xí)者的角度去質(zhì)疑和發(fā)現(xiàn)阻礙漢語(yǔ)聽(tīng)力課堂有效性的因素,并通過(guò)對(duì)調(diào)查問(wèn)卷的研究和分析提出能夠提高漢語(yǔ)聽(tīng)力課堂有效性的策略。 本論文是在對(duì)國(guó)外聽(tīng)力教學(xué)相關(guān)研究的基礎(chǔ)上,對(duì)120名正在中國(guó)學(xué)習(xí)漢語(yǔ)的留學(xué)生展開(kāi)了問(wèn)卷調(diào)查,其中有20名學(xué)習(xí)者來(lái)自西北大學(xué)國(guó)際交流學(xué)院,共發(fā)下20份調(diào)查問(wèn)卷,收回18份,其中有效問(wèn)卷為18份；其余100名均為網(wǎng)絡(luò)上自愿參加問(wèn)卷調(diào)查的漢語(yǔ)學(xué)習(xí)者,共上傳100份調(diào)查問(wèn)卷,收回75份,其中有效問(wèn)卷為69份。 筆者通過(guò)對(duì)有效問(wèn)卷的研究和分析,歸納和總結(jié)了影響漢語(yǔ)聽(tīng)力課堂有效性的幾個(gè)因素：(1)教師——教學(xué)技巧、自身素質(zhì)。(2)教材——選題、音頻材料。(3)學(xué)習(xí)者——學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)能力、自身因素。并圍繞這三個(gè)方面,探討提高聽(tīng)力課堂有效性的策略。
[Abstract]:This paper takes three elements in the process of teaching Chinese as a foreign language (TCFL)-teachers, teaching materials, and learners as the objects of investigation, and explores the effectiveness of the classroom teaching of Chinese listening through the form of questionnaire. Teaching skills and so on have carried on the multi-angle research to the listening class, but the author thinks, the teacher is the guide in the teaching process, the learner is the main body in the teaching process, only the teacher is clear learners' real needs in the listening learning process. In order to improve the effect of listening class in essence and promote learners to learn listening, this paper mainly questions and finds the factors that hinder the effectiveness of Chinese listening class from the perspective of learners. Through the research and analysis of the questionnaire, the strategies to improve the effectiveness of Chinese listening class are put forward. On the basis of the research on listening teaching abroad, this paper investigates 120 foreign students who are studying Chinese in China. Among them, 20 students are from the College of International Exchange of Northwestern University, and 20 questionnaires are sent out. Among them, 18 valid questionnaires were collected, and the remaining 100 were Chinese learners who volunteered to take part in the questionnaire survey on the Internet. A total of 100 questionnaires were uploaded and 75 questionnaires were collected, of which 69 were valid questionnaires. Based on the research and analysis of effective questionnaires, the author summarizes several factors that affect the effectiveness of Chinese listening class: 1) teacher-teaching skills, 2) teaching materials-topics, and 3) learners' motivation. Learning ability, self-factors, and around these three aspects, explore the strategies to improve the effectiveness of listening class.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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