本文選題：交互式教學模式 + 角色扮演　； 參考：《遼寧大學》2013年碩士論文

【摘要】：隨著對外漢語教學的不斷深入研究和發(fā)展，漢語口語教學逐漸成為漢語教學中的一大焦點。對來華的漢語學習者來說，漢語口語技能是工作、學習以及日常生活中最基本也是最重要的語言技能，其重要性不言而喻。因此，漢語口語教學受到漢語教師及學習者的廣泛關注和重視，選擇一種行之有效的口語教學方法對于有效提高漢語學習者的口語技能尤為重要。 交互式教學法是近年來國際語言教學中提倡使用的一種教學方法。本次教學設計主要從漢語口語教學中出現(xiàn)的問題出發(fā)，以國外語言教學和國內(nèi)英語教學中倡導的“交互式語言教學理論”為指導，圍繞漢語教材課文中人物角色和語言交際環(huán)境設計并展開“角色扮演”交互式口語教學活動。筆者期望通過“角色扮演”交互式教學活動將學生所學習的課本知識真正達到“活學活用”，，啟發(fā)學生的自主學習能力，在“做”中學，在“用”中學，寓教于樂，幫助漢語學習者更好、更快、全面地提高漢語口語交際能力。 本次教學設計主要包括六個部分。 第一部分是緒論部分。該部分闡述了本次教學設計的選題背景，以及口語教學中存在的問題，說明本次教學設計的主要思路和基本內(nèi)容。第二部分主要介紹教學設計中的指導理論——交互式教學理論的具體內(nèi)容，教學設計意圖和預期所要達到的目標。第三部分是教學設計的前期分析。包含對教學對象、教學課型、教學內(nèi)容、教學環(huán)境、教學實施原則等多方面的介紹和分析。第四部分是本次設計的主體部分。詳細介紹教學活動設計中的基本信息和具體實施過程。第五部分是對本次教學設計的分析和思考。通過本次教學設計的具體實施過程分析交互式口語教學模式的優(yōu)缺點，以及為今后漢語口語教學提出的幾點建議和設想。最后的結束語對本次教學設計進行了簡單的總結。
[Abstract]:With the further research and development of teaching Chinese as a foreign language, oral Chinese teaching has gradually become a major focus in Chinese teaching. For Chinese learners in China, spoken Chinese skills are the most basic and important language skills in work, learning and daily life, and their importance is self-evident. Therefore, oral Chinese teaching has been paid more and more attention by Chinese teachers and learners. It is very important to choose an effective oral teaching method to improve the oral skills of Chinese learners. Interactive teaching method is a kind of teaching method advocated in international language teaching in recent years. Based on the problems in oral Chinese teaching, this teaching design is guided by the interactive language teaching theory advocated in foreign language teaching and domestic English teaching. The interactive oral teaching activities of "role playing" are designed and carried out around personas and language communication environment in the text of Chinese textbooks. The author hopes that through the "role playing" interactive teaching activities, students' textbook knowledge will be truly "used alive", which will inspire the students' autonomous learning ability, in "do" middle school, in "use" middle school, teach in fun. Help Chinese learners to improve their oral communication ability better, faster and more comprehensively. This teaching design mainly includes six parts. The first part is the introduction. This part expounds the background of this instructional design and the problems existing in oral teaching, and explains the main ideas and basic contents of this instructional design. The second part mainly introduces the guiding theory in teaching design, the concrete content of interactive teaching theory, the intention of teaching design and the expected goal. The third part is the early analysis of teaching design. It includes the introduction and analysis of the teaching object, the teaching class, the teaching content, the teaching environment, the teaching implementation principle and so on. The fourth part is the main part of this design. The basic information and implementation process of teaching activity design are introduced in detail. The fifth part is the analysis and thinking of this teaching design. This paper analyzes the advantages and disadvantages of the interactive oral teaching model through the concrete implementation process of this teaching design, and puts forward some suggestions and ideas for the future oral Chinese teaching. The final conclusion of this teaching design is a simple summary.
【學位授予單位】：遼寧大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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