發(fā)布時(shí)間：2018-05-16 07:18

  本文選題：文化教學(xué) + 龍　； 參考：《西北大學(xué)》2013年碩士論文

【摘要】：本文立足于對(duì)外漢語文化教學(xué)不可或缺的重要地位以及教學(xué)中應(yīng)遵循的實(shí)踐性、實(shí)用性、時(shí)效性和趣味性原則,針對(duì)對(duì)外漢語文化教學(xué)的現(xiàn)狀,從“龍”的對(duì)外漢語文化教學(xué)契入,就一堂課的教案設(shè)計(jì)和課堂設(shè)計(jì)展開,探索對(duì)外漢語文化教學(xué)在教學(xué)實(shí)踐中的可行性和學(xué)生對(duì)文化教學(xué)的接受狀況。文章從五個(gè)方面展開論述。第一章緒論部分,主要陳述選題原因背景、理論基礎(chǔ)及思路。第二章在對(duì)外漢語教學(xué)的大背景下總結(jié)出了文化教學(xué)存在的三個(gè)不足之處：教材本身的缺陷、文化課程的缺失、和教師重視程度不夠,指出這一現(xiàn)狀與文化教學(xué)的重要地位相違背,也與文化教學(xué)應(yīng)遵循的原則相違逆。第三章,文章從教學(xué)對(duì)象、教學(xué)內(nèi)容、教學(xué)目標(biāo)、教學(xué)重點(diǎn)、教學(xué)難點(diǎn)、教學(xué)方法、以及教學(xué)用具七個(gè)教學(xué)要素展示“龍”的對(duì)外漢語文化教學(xué)教案設(shè)計(jì)。第四章,在教案設(shè)計(jì)的基礎(chǔ)上展示“龍”的對(duì)外漢語教學(xué)課堂設(shè)計(jì),具體教學(xué)環(huán)節(jié)如下：多角度呈現(xiàn)中國(guó)文化中的“龍”形象；多種方法講解“龍”成語及“龍”的文化現(xiàn)象；簡(jiǎn)單追溯“龍”文化現(xiàn)象的淵源。第五章,就課堂實(shí)踐中的師生互動(dòng)和課后學(xué)生的反響反思本堂文化教學(xué)課程的得失,并進(jìn)一步思考如何更好地進(jìn)行文化教學(xué)。通過本堂文化教學(xué)課程的設(shè)計(jì)、實(shí)踐與反思,筆者得出以下結(jié)論：文化教學(xué)是對(duì)外漢語教學(xué)中極為重要的一環(huán),我們應(yīng)在教材建設(shè)、課程設(shè)置以及教師的文化教學(xué)觀念三個(gè)方面予以積極的配合；學(xué)生對(duì)系統(tǒng)而深入淺出的文化教學(xué)期望頗高,認(rèn)為文化教學(xué)不僅可以促進(jìn)語言學(xué)習(xí),而且可以提高他們?cè)谥袊?guó)學(xué)習(xí)、生活、與中國(guó)人交流的能力,所以我們應(yīng)針對(duì)這一期望與認(rèn)識(shí)重新審視對(duì)外漢語文化教學(xué)現(xiàn)狀并前瞻其未來發(fā)展；文化教學(xué)可以激活學(xué)生的“他”文化意識(shí)、本土文化意識(shí)、以及跨文化交流意識(shí),因而我們應(yīng)在教材建設(shè)、課程設(shè)置和教師培養(yǎng)方面充分體現(xiàn)鮮明而開放的文化意識(shí)。
[Abstract]:Based on the important position of teaching Chinese as a foreign language and the principles of practicality, practicability, timeliness and interest in teaching Chinese as a foreign language, this paper aims at the present situation of cultural teaching of Chinese as a foreign language. In this paper, the author discusses the feasibility of teaching Chinese culture as a foreign language in teaching practice and the students' acceptance of culture teaching from the perspective of the teaching plan design and classroom design of a class from the perspective of "Dragon" in teaching Chinese as a foreign language. This paper discusses from five aspects. The first chapter is introduction, which mainly describes the background, theoretical basis and train of thought. The second chapter summarizes the three shortcomings of culture teaching under the background of teaching Chinese as a foreign language: the defects of the teaching material itself, the lack of cultural curriculum, and the lack of teachers' attention. It is pointed out that the present situation is contrary to the important position of culture teaching and to the principle that culture teaching should follow. The third chapter shows the design of the teaching plan of Chinese as a foreign language teaching plan from the teaching object, the teaching content, the teaching goal, the teaching emphasis, the teaching difficulty, the teaching method, as well as the teaching appliance seven teaching elements. The fourth chapter, on the basis of teaching plan design, shows the classroom design of "dragon" in teaching Chinese as a foreign language. The specific teaching links are as follows: showing the image of "dragon" in Chinese culture from many angles, explaining the idiom of "dragon" and cultural phenomenon of "dragon" in many ways; Simply trace back to the origin of "dragon" cultural phenomenon. The fifth chapter reflects on the gains and losses of the cultural teaching course in the light of the teacher-student interaction in classroom practice and the students' response after class, and further thinks about how to carry out culture teaching better. Through the design, practice and reflection of the cultural teaching course, the author draws the following conclusions: culture teaching is an extremely important part in teaching Chinese as a foreign language, and we should build the teaching materials. The curriculum and the teachers' cultural teaching ideas are actively coordinated, and the students have high expectations for the systematic and profound cultural teaching, and think that cultural teaching can not only promote language learning, but also promote language learning. Moreover, it can improve their ability to study, live and communicate with Chinese people in China. Therefore, we should review the present situation of teaching Chinese culture as a foreign language and look forward to its future development in the light of this expectation and understanding. Culture teaching can activate students'"other" cultural consciousness, local cultural consciousness and cross-cultural communication consciousness. Therefore, we should fully embody the distinct and open cultural consciousness in the aspects of teaching material construction, curriculum design and teacher training.
【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
【分類號(hào)】：H195.3

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本文編號(hào)：1895961