本文選題：任務(wù)型教學(xué)法　切入點(diǎn)：泰國對外漢語教學(xué)　出處：《西安外國語大學(xué)》2013年碩士論文

【摘要】：最近幾年，任務(wù)型教學(xué)法受到了語言界眾多學(xué)者和一線教師的廣泛關(guān)注，以任務(wù)型教學(xué)法為指導(dǎo)的教材和以任務(wù)型教學(xué)法為研究對象的文獻(xiàn)如雨后春筍般紛紛涌現(xiàn)。任務(wù)型教學(xué)法(Task一Based Language Teaching)的核心是培養(yǎng)學(xué)習(xí)者運(yùn)用目的語進(jìn)行交際的能力。在實(shí)際教學(xué)過程中，強(qiáng)調(diào)以學(xué)生為中心，鼓勵(lì)學(xué)生在真實(shí)的交際任務(wù)中創(chuàng)造性地使用目的語完成任務(wù)。任務(wù)型對外漢語口語教學(xué)要求，必須要以真實(shí)性的有意義的任務(wù)的完成為原則，緊密結(jié)合漢語口語教學(xué)特點(diǎn)和目標(biāo)，，保證對外漢語教學(xué)工作者高效率、高質(zhì)量地完成教學(xué)任務(wù)。正是因?yàn)槠洫?dú)特的教學(xué)目標(biāo)，經(jīng)過大量理論和實(shí)踐的證明，與其他教學(xué)法相比，任務(wù)型教學(xué)法與第二語言教學(xué)相結(jié)合，會顯示出其強(qiáng)大的優(yōu)勢，尤其是和對外漢語口語教學(xué)相結(jié)合。隨著研究和實(shí)踐教學(xué)的不斷深入，任務(wù)型教學(xué)法的理論日趨完善，也正慢慢進(jìn)入對外漢語口語教學(xué)的課堂。所以，不論是從對外漢語教學(xué)還是理論的角度出發(fā)，對任務(wù)型教學(xué)法的探討都顯得十分必要。 本文在回顧國內(nèi)外任務(wù)型教學(xué)法相關(guān)研究文獻(xiàn)和理論的基礎(chǔ)上，結(jié)合泰國目前對外漢語初級口語教學(xué)的實(shí)際特點(diǎn)，大膽地嘗試性把任務(wù)型教學(xué)法引入泰國曼谷國立中學(xué)Sara Wittaya初級漢語口語教學(xué)中，并根據(jù)真實(shí)的實(shí)地的教學(xué)經(jīng)驗(yàn)和效果，初步探討了在泰國獨(dú)特的漢語教學(xué)環(huán)境下，把任務(wù)型教學(xué)法與泰國對外漢語初級口語教學(xué)結(jié)合，對提高學(xué)生漢語口語水平的可行性和有效性。 筆者主要采取問卷調(diào)查、觀察法、統(tǒng)計(jì)法、訪談法等研究方法，對泰國曼谷國立中學(xué)Sara Wittaya的18位漢語教師和428名初級漢語水平的學(xué)生進(jìn)行實(shí)地調(diào)查。根據(jù)調(diào)查，筆者總結(jié)了目前泰國對外漢語初級口語教學(xué)的現(xiàn)狀和存在問題。然后以任務(wù)型教學(xué)法為指導(dǎo)，在泰國獨(dú)特的漢語教學(xué)環(huán)境將其應(yīng)用于初級漢語口語教學(xué)課堂教學(xué)中，試圖解決這些問題，最大限度地提高泰國學(xué)生運(yùn)用漢語進(jìn)行交際的語言能力。 任務(wù)型教學(xué)法與對外漢語口語教學(xué)相結(jié)合的研究還處于初級階段。同時(shí)，任務(wù)型教學(xué)法也并不是完美無缺的。因而，任務(wù)型教學(xué)法在對外漢語初級口語教學(xué)過程中仍存在急需解決和不容忽視的問題。筆者希望本論文的研究可以把一些具有代表性的實(shí)地的教學(xué)案例和素材提供給一線的對外漢語教師。同時(shí)也希望可以為對外漢語教育工作者在教學(xué)實(shí)踐過程中運(yùn)用更先進(jìn)、更成熟的教學(xué)方法提供有益的幫助，引發(fā)大家對任務(wù)型教學(xué)模式進(jìn)行更為深入的探討和實(shí)踐。
[Abstract]:In recent years, task-based teaching method has been widely concerned by many scholars and first-line teachers in the field of language. The teaching materials guided by task-based teaching method and the literature on task-based teaching method have sprung up one after another.The core of task-Based Language teaching is to develop learners' communicative competence in the use of target language.In the process of practical teaching, the emphasis is on student-centered, encouraging students to use the target language to accomplish the task creatively in the real communication task.Task-based oral Chinese teaching as a foreign language must be based on the principle of authentic and meaningful tasks, closely combined with the characteristics and objectives of oral Chinese teaching, to ensure that the teaching staff of Chinese as a foreign language (TCFL) can complete the teaching tasks with high efficiency and high quality.It is precisely because of its unique teaching objectives, through a large number of theoretical and practical proof, compared with other teaching methods, the combination of task-based teaching and second language teaching will show its strong advantages.Especially with the teaching of spoken Chinese as a foreign language.With the deepening of research and practical teaching, the theory of task-based teaching is becoming more and more perfect, and it is gradually entering the classroom of oral Chinese teaching as a foreign language.Therefore, it is necessary to explore task-based teaching method from the perspective of teaching Chinese as a foreign language or theory.On the basis of reviewing the relevant literatures and theories of task-based teaching methods at home and abroad, this paper combines the actual characteristics of primary oral Chinese teaching in Thailand.It is a bold attempt to introduce task-based teaching method into Sara Wittaya primary spoken Chinese teaching at Bangkok State Middle School in Thailand. Based on the actual teaching experience and effect, this paper preliminarily discusses the unique Chinese teaching environment in Thailand.The combination of task-based teaching method and primary oral Chinese teaching in Thailand is feasible and effective to improve students' oral Chinese proficiency.By means of questionnaire, observation, statistics and interview, the author investigated 18 Chinese teachers and 428 primary Chinese students in Sara Wittaya, Bangkok State Middle School in Thailand.According to the investigation, the author summarizes the present situation and problems of primary oral Chinese teaching in Thailand.Then, under the guidance of task-based teaching method, we apply it to the primary oral Chinese teaching in Thailand's unique Chinese teaching environment, and try to solve these problems.To maximize the Thai students' ability to communicate with Chinese.The research on the combination of task-based teaching method and oral Chinese teaching as a foreign language is still in its infancy.At the same time, task-based teaching method is not perfect.Therefore, task-based teaching method in the process of primary oral Chinese teaching as a foreign language still needs to be solved and can not be ignored.The author hopes that the research in this paper can provide some representative teaching cases and materials to the front-line teachers of Chinese as a foreign language.At the same time, it also hopes to provide useful help for the educators to use more advanced and mature teaching methods in the process of teaching Chinese as a foreign language, which will lead to a more in-depth discussion and practice on the task-based teaching model.
【學(xué)位授予單位】：西安外國語大學(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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