本文選題：教材選用 + 印尼成人　； 參考：《河北師范大學(xué)》2013年碩士論文

【摘要】：隨著印尼和中國(guó)的合作日益頻繁，在印尼有越來(lái)越多的人學(xué)習(xí)漢語(yǔ)。不管在哪兒學(xué)習(xí)漢語(yǔ)，都需要教材。教學(xué)過(guò)程中，教師與學(xué)習(xí)者都需要教材作為他們的材料依據(jù)。不過(guò)，教材是印尼的漢語(yǔ)教學(xué)最突出的問(wèn)題之一。一部好的教材不一定適合任何教學(xué)對(duì)象，而初級(jí)漢語(yǔ)教學(xué)尤其需要能給初學(xué)者打好基礎(chǔ)的教材。 選擇教材是準(zhǔn)備進(jìn)行教學(xué)的重要工作之一。選擇教材時(shí)，我們要特別考慮教材的使用者，要盡量給使用者選擇最適合他們的教材。教材的選擇和使用跟教材評(píng)估有很密切的關(guān)系。選擇教材之前，我們需要進(jìn)行教材評(píng)估。教材評(píng)估也可以讓我們合理地使用教材。教材的好壞對(duì)教學(xué)過(guò)程與效果有很大的影響。 印尼瑪拉拿達(dá)基督教大學(xué)是目前印尼高等學(xué)校中設(shè)立了漢語(yǔ)系的學(xué)校之一，該校自2001年設(shè)立了漢語(yǔ)�？啤Ｔ撔Ｗ�2011-2012學(xué)年第一學(xué)期開始，，選用《發(fā)展?jié)h語(yǔ)——初級(jí)漢語(yǔ)（上）》作為第一學(xué)期漢語(yǔ)綜合課的教材。本人在本論文中將初級(jí)漢語(yǔ)綜合課教材（以《發(fā)展?jié)h語(yǔ)——初級(jí)漢語(yǔ)（上）》為例），以及印尼漢語(yǔ)初級(jí)階段教材的使用者（以瑪拉拿達(dá)基督教大學(xué)漢語(yǔ)�？�、教師和使用本教材上第一學(xué)期漢語(yǔ)綜合課的學(xué)習(xí)者為例），作為研究對(duì)象。 本文首先介紹與評(píng)估《發(fā)展?jié)h語(yǔ)——初級(jí)漢語(yǔ)（上）》教材本身，包括本教材有什么教學(xué)目標(biāo)、要求、使用對(duì)象與特征、本教材的內(nèi)容。接著，調(diào)查瑪拉拿達(dá)基督教大學(xué)漢語(yǔ)�？七x用與使用教材的情況，重點(diǎn)了解該校選用本教材的依據(jù)，以及了解使用者（教師與學(xué)習(xí)者）的背景、使用后的看法、教學(xué)效果。為此，本人訪談了該校漢語(yǔ)專科的系主任和教師，并分發(fā)針對(duì)學(xué)習(xí)者的調(diào)查問(wèn)卷。此外，本人也進(jìn)行了教育實(shí)踐，使用本教材教該校第一學(xué)期學(xué)習(xí)者漢語(yǔ)綜合課。本人注重外部評(píng)估，結(jié)合Grant的評(píng)估體系與林敏、吳勇毅的評(píng)估體系，將教材與實(shí)際需要、學(xué)習(xí)者的需求進(jìn)行參照研究。 其次，本人把分析教材結(jié)果與調(diào)查使用情況的結(jié)果進(jìn)行對(duì)照，進(jìn)行理論上的闡述與分析。本人也特意使用了Brundage和Mac Keracher成人學(xué)習(xí)語(yǔ)言的特點(diǎn)理論以及克拉申的“i+1”理論分析教材與學(xué)習(xí)者之間的關(guān)系。最后，通過(guò)對(duì)照與分析結(jié)果，本人對(duì)瑪拉拿達(dá)基督教大學(xué)漢語(yǔ)�？七x用《發(fā)展?jié)h語(yǔ)——初級(jí)漢語(yǔ)（上）》作出了總結(jié)與評(píng)價(jià)，認(rèn)為《發(fā)展?jié)h語(yǔ)——初級(jí)漢語(yǔ)（上）》是一部高質(zhì)量的教材，適合該校第一學(xué)期漢語(yǔ)綜合課的教學(xué)目標(biāo)，有利于培養(yǎng)學(xué)習(xí)者使用初級(jí)漢語(yǔ)的能力。不過(guò)，不可否認(rèn)，教材本身與該校的使用教材方法還有不足之處，在今后的使用中學(xué)校與教師需要根據(jù)教學(xué)對(duì)象對(duì)課程安排與教學(xué)內(nèi)容進(jìn)行適當(dāng)?shù)恼{(diào)整。 在以上研究基礎(chǔ)上，本人提出了為印尼成人初級(jí)漢語(yǔ)學(xué)習(xí)者選用綜合課教材的指南。選擇適合教學(xué)對(duì)象的好教材需要考慮很多因素，需要經(jīng)過(guò)復(fù)雜的過(guò)程：一、學(xué)校確定該校初級(jí)漢語(yǔ)綜合課的課程目標(biāo)，同時(shí)確定合理的上課時(shí)數(shù)；二、學(xué)校研究中外出版社的教材，選擇幾部高質(zhì)量的初級(jí)漢語(yǔ)綜合課教材。三、學(xué)校與教師研究學(xué)習(xí)者的年齡特征、學(xué)習(xí)語(yǔ)言的特點(diǎn)，以及學(xué)習(xí)者現(xiàn)有的漢語(yǔ)水平,然后選擇符合以上特點(diǎn)的教材。 希望此研究結(jié)果能夠?qū)τ∧釢h語(yǔ)教學(xué)選用教材提供借鑒，使印尼的漢語(yǔ)教學(xué)質(zhì)量有所提高。
[Abstract]:With the increasing cooperation between Indonesia and China, more and more people are learning Chinese in Indonesia. No matter where to learn Chinese, teaching materials are needed. In the course of teaching, teachers and learners need materials as their material basis. However, teaching materials are one of the most prominent problems in teaching Chinese in Indonesia. A good textbook is not necessarily suitable. It is suitable for any teaching object, and primary Chinese teaching especially needs textbooks that can lay a solid foundation for beginners.
Choosing the textbook is one of the most important tasks for the preparation of the teaching. When we choose the textbook, we should consider the users of the teaching materials and choose the most suitable materials for the users. The selection and use of the textbooks are closely related to the evaluation of the teaching materials. Before choosing the textbook, we need to carry out the evaluation of the teaching materials. We use textbooks reasonably. The quality of teaching materials has a great influence on the teaching process and effect.
Mara Nadu Christian University in Indonesia is one of the schools of Chinese language department in Indonesian institutions of higher learning. The school has set up a Chinese Academy since the first semester of the 2011-2012 school year in 2001. The teaching material of the comprehensive language course (with the example of "developing Chinese - Primary Chinese (upper)") and the user of the primary stage teaching material in Indonesian Chinese (taking Mara Nadu Christian University Chinese specialist, teachers and learners in the first term of this textbook as an example) is the object of study.
This article first introduces and evaluate "the development of Chinese - Primary Chinese (") ", including the teaching materials, including the teaching objectives, requirements, the use of objects and features, and the content of this textbook. Then, the investigation of the selection and use of teaching materials for the Chinese College of Mara Nada Christian University is investigated, and the basis for the selection of this textbook is emphasized. To solve the background of the user (teacher and learner), the views after use and the effect of teaching. To this end, I interviewed the Department Director and teacher of the College of Chinese college, and distributed the questionnaire for the learners. In addition, I also carried out the educational practice and used this textbook to teach the first term Chinese comprehensive course in the school. I pay more attention to the external evaluation. Based on the evaluation system of Grant and Lin min, Wu Yongyi's evaluation system, the needs of textbooks and learners' needs are studied.
Secondly, I compare the results of the analytical teaching materials with the results of the investigation and use the results of the investigation. I also use the characteristic theory of Brundage and Mac Keracher adult learning language as well as the relationship between the teaching materials of Krashen's "i+1" theory and the learners. Finally, through the comparison and analysis, I have made a summary and evaluation on the selection of Chinese language Junior Chinese (Chinese) in Mara Nada Christian University. I think that "developing Chinese - Primary Chinese (upper)" is a high quality teaching material, which is suitable for the teaching goal of the first term Chinese comprehensive course in the school, and is helpful to cultivate the learners' ability to use primary Chinese. It is undeniable that there are inadequacies in the teaching material itself and the teaching method of the school. In the future, the schools and teachers should adjust the course arrangement and teaching content properly according to the object of teaching.
On the basis of the above study, I put forward a guide for the selection of comprehensive teaching materials for Junior Chinese learners in Indonesia. The selection of good teaching materials for teaching objects needs to take into account a lot of factors and requires a complex process: first, the school determines the course goal of the primary Chinese comprehensive course, and the reasonable number of classes is determined; two, The school studies the textbooks of Chinese and foreign publishing houses and selects several high quality primary Chinese comprehensive teaching materials. Three, schools and teachers study the age characteristics of the learners, the characteristics of language learning, and the existing Chinese level of the learners, and then choose the teaching materials that conform to the above characteristics.
It is hoped that this study can provide reference for the selection of teaching materials in Chinese teaching in Indonesia and improve the quality of Chinese teaching in Indonesia.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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本文編號(hào)：1906617