本文選題：零起點　切入點：口語課　出處：《四川師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著零起點漢語口語課的發(fā)展和日受重視，廣大教授此門課的教師愈發(fā)意識到傳統(tǒng)的教學(xué)理念和教學(xué)模式的弊端已經(jīng)逐漸顯現(xiàn)并影響了教學(xué)效果，他們迫切需要用一種更具活力，更有效的教學(xué)理念、教學(xué)思路和教學(xué)方法來指導(dǎo)他們的教學(xué)實踐。本文試圖將任務(wù)型語言教學(xué)理念引入對外漢語零起點口語課教學(xué)之中，嘗試用這種新的教學(xué)模式改變零起點漢語口語課教學(xué)現(xiàn)狀，旨在保持學(xué)生的漢語學(xué)習(xí)興趣，調(diào)動學(xué)生的學(xué)習(xí)積極性，最終達(dá)到提高教學(xué)效果，培養(yǎng)學(xué)習(xí)者的綜合語言運(yùn)用能力的目的。 本文主要從以下幾個方面對任務(wù)型語言教學(xué)進(jìn)行探究：首先，從現(xiàn)實和理論兩個方面概述課題的研究意義，從而為任務(wù)型語言教學(xué)理念的運(yùn)用找到現(xiàn)實的依據(jù)和理論的支撐；然后，對國內(nèi)外相關(guān)課題的研究現(xiàn)狀進(jìn)行分析，找到了交際語言教學(xué)和第二語言習(xí)得研究這兩個視角，，擴(kuò)大了論證的范圍；一種教學(xué)模式如果僅停留于理論層面是沒有意義的，最重要的是要將其指導(dǎo)教學(xué)實踐，因此，筆者緊接著介紹了Willis的任務(wù)型語言教學(xué)操作模式，并將其與傳統(tǒng)的3P模式進(jìn)行對比，突出其進(jìn)步性和優(yōu)勢，通過觀摩和訪問初步了解了其實施的現(xiàn)狀，發(fā)現(xiàn)了一些問題；為了找到解決這些問題的有效方法，筆者進(jìn)行了教學(xué)實踐上的嘗試，然后根據(jù)自己的教學(xué)經(jīng)驗，詳細(xì)地分析了任務(wù)型教學(xué)的每個階段的實施步驟以及實施時需要注意的問題，并結(jié)合一個具體的教學(xué)實例進(jìn)行重點闡述；最后便是對其的評價，通過問卷調(diào)查獲得了學(xué)生的反饋，然后根據(jù)自己在零起點漢語口語課堂中的任務(wù)型教學(xué)實踐所獲得的正反兩方面的經(jīng)驗，一方面肯定其優(yōu)勢，同時也提出一些需要進(jìn)一步研究和思考的問題。
[Abstract]:With the development of the zero-start oral Chinese course and the increasing attention paid to it, the majority of teachers who teach the course have become increasingly aware of the drawbacks of the traditional teaching concepts and teaching models, which have gradually appeared and affected the teaching effect. They urgently need a more dynamic and effective teaching concept, teaching ideas and teaching methods to guide their teaching practice. This paper attempts to introduce the task-based language teaching concept into the teaching of zero starting point spoken Chinese as a foreign language. The purpose of this new teaching model is to change the present teaching situation of the zero-start oral Chinese course, in order to keep the students' interest in learning Chinese, arouse the enthusiasm of the students, and finally improve the teaching effect. The purpose of developing learners' comprehensive language use ability. This paper mainly explores the task-based language teaching from the following aspects: firstly, it summarizes the significance of the research from two aspects of reality and theory, so as to find realistic basis and theoretical support for the application of task-based language teaching concept; Then, by analyzing the current research situation of related subjects at home and abroad, the author finds out the two perspectives of communicative language teaching and second language acquisition, and expands the scope of argumentation. The most important thing is to guide the teaching practice. Therefore, the author then introduces the task-based language teaching operation mode of Willis, and compares it with the traditional 3P mode to highlight its progress and advantages. In order to find out the effective way to solve these problems, the author has made an attempt in teaching practice, and then according to his own teaching experience, This paper analyzes in detail the implementation steps of each stage of task-based teaching and the problems that need to be paid attention to in the course of implementation, and combines with a concrete teaching example to focus on the elaboration; finally, the evaluation of task-based teaching is given. Through the questionnaire survey, we get feedback from the students. Then, according to the positive and negative experience gained in the task-based teaching practice in the zero-start oral Chinese classroom, we affirm its advantages on the one hand. At the same time, it also puts forward some problems that need further study and consideration.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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