發(fā)布時(shí)間：2018-04-03 14:57

  本文選題：正音訓(xùn)練　切入點(diǎn)：行動(dòng)研究　出處：《上海外國(guó)語(yǔ)大學(xué)》2013年碩士論文

【摘要】：本文選題緣自初級(jí)漢語(yǔ)綜合課的實(shí)際教學(xué)。我們以一位日本學(xué)生為樣本，按照行動(dòng)研究“計(jì)劃-實(shí)施-評(píng)估-反思”的步驟，對(duì)他開(kāi)展了為期十周的一對(duì)一正音訓(xùn)練。本文就是對(duì)這次訓(xùn)練從方案制定、實(shí)施到結(jié)果評(píng)估的全過(guò)程的描述和總結(jié)。 首先，經(jīng)過(guò)調(diào)查分析，我們發(fā)現(xiàn)該生偏好視覺(jué)型活動(dòng)、忽視聽(tīng)覺(jué)型活動(dòng)的學(xué)習(xí)風(fēng)格導(dǎo)致其漢語(yǔ)語(yǔ)音輸入嚴(yán)重不足，確定其主要問(wèn)題是漢語(yǔ)語(yǔ)音感知和辨識(shí)能力差，學(xué)習(xí)焦慮過(guò)度。根據(jù)他的特點(diǎn)和需求，借鑒前人成果，我們決定采用《外國(guó)人漢語(yǔ)發(fā)音訓(xùn)練》一書(shū)對(duì)其開(kāi)展訓(xùn)練。初步實(shí)施后發(fā)現(xiàn)，由于很多例字例詞學(xué)生都不認(rèn)識(shí)，，嚴(yán)重影響了訓(xùn)練效果，因而將方案調(diào)整為：第一階段基礎(chǔ)正音，通過(guò)系統(tǒng)梳理漢語(yǔ)聲、韻、調(diào)和持續(xù)精練材料朗讀，著重訓(xùn)練聽(tīng)辨和發(fā)音技能；第二階段聽(tīng)寫(xiě)固音，通過(guò)聽(tīng)寫(xiě)具有代表性的重點(diǎn)已學(xué)詞匯，繼續(xù)強(qiáng)化聽(tīng)辨能力和音義聯(lián)結(jié)。 最后，對(duì)訓(xùn)練效果的形成性評(píng)價(jià)和測(cè)試評(píng)價(jià)均表明，該生的學(xué)習(xí)焦慮有較大改善，語(yǔ)音正確率明顯提升，學(xué)習(xí)的自我管理能力和信心得到增強(qiáng)。 本選題致力于對(duì)對(duì)外漢語(yǔ)教學(xué)的以下兩個(gè)方面有所推動(dòng)：一是結(jié)合初級(jí)漢語(yǔ)實(shí)際教學(xué)，教研并進(jìn)，具體討論如何有效開(kāi)展一對(duì)一正音訓(xùn)練；二是借助行動(dòng)研究方法，在反思和總結(jié)如何幫助學(xué)生突破學(xué)習(xí)困境的同時(shí)，促進(jìn)教師自身教學(xué)與研究能力的發(fā)展。
[Abstract]:This thesis is based on the practical teaching of primary Chinese comprehensive course.We took a Japanese student as a sample and conducted a 10-week one-to-one positive tone training according to the action study "plan-implementation-evaluation-reflection".This paper describes and summarizes the whole process of the training from the formulation, implementation to the evaluation of results.First of all, through investigation and analysis, we find that the students prefer visual activities and ignore the learning style of auditory activities, which leads to a serious lack of Chinese phonetic input. The main problem is the poor ability of Chinese speech perception and recognition.Learning anxiety is excessive.According to his characteristics and needs, we have decided to use the book "Foreigner's Chinese pronunciation training" to train it.After the initial implementation, it was found that because many students did not recognize the Chinese characters and words, which seriously affected the training effect, the scheme was adjusted to: the first stage of the basic positive sound, through the systematic combing of Chinese sounds, rhymes, and continuous refinement of material reading.Emphasis is placed on the training of dictation and pronunciation skills, while in the second stage, dictation, which is representative of the key words learned, continues to strengthen the ability of dictation and phonetic connection.Finally, the formative evaluation and test evaluation of the training effect show that the student's learning anxiety has been greatly improved, the correct rate of pronunciation has been obviously improved, and the self-management ability and confidence of learning have been enhanced.This topic is devoted to promoting the following two aspects of teaching Chinese as a foreign language: first, combining with the actual teaching of primary Chinese, teaching and research to discuss how to effectively develop one-to-one positive tone training; second, with the help of action research methods,While reviewing and summing up how to help students break through their learning dilemma, it also promotes the development of teachers' own teaching and research ability.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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