發(fā)布時(shí)間：2018-05-20 17:11

  本文選題：非漢語(yǔ)環(huán)境 + 初級(jí)口語(yǔ)教學(xué)　； 參考：《四川師范大學(xué)》2013年碩士論文

【摘要】：非漢語(yǔ)環(huán)境下的對(duì)外漢語(yǔ)教學(xué)與漢語(yǔ)環(huán)境下的對(duì)外漢語(yǔ)教學(xué)相比，無(wú)疑是特殊而且困難重重的，兼之海外漢語(yǔ)教學(xué)領(lǐng)域內(nèi)的專(zhuān)著和論文都比較少，可供借鑒的經(jīng)驗(yàn)及理論也相對(duì)匱乏，只能由對(duì)外漢語(yǔ)老師們自己慢慢摸索。因此在這種漢語(yǔ)環(huán)境和交際需要雙重缺失的非漢語(yǔ)語(yǔ)境中，漢語(yǔ)初級(jí)口語(yǔ)教學(xué)對(duì)所有處于此類(lèi)環(huán)境的對(duì)外漢語(yǔ)老師提出了更高的要求。第一，對(duì)外漢語(yǔ)教師要克服語(yǔ)言障礙，對(duì)母語(yǔ)為非英語(yǔ)的學(xué)生在克服語(yǔ)言障礙的基礎(chǔ)上進(jìn)行漢語(yǔ)初級(jí)口語(yǔ)教學(xué)。本文以筆者自身經(jīng)歷為例，探討了一步步解決此種障礙的過(guò)程，同時(shí)也實(shí)現(xiàn)了師生之間的互相進(jìn)步。 第二，對(duì)于韓國(guó)學(xué)生在課堂上的表現(xiàn)比西方學(xué)生害羞，兩種民族的性格導(dǎo)致的課堂現(xiàn)象的成因做了一點(diǎn)探討，從文化差異上給出了一個(gè)答案。 第三，非漢語(yǔ)環(huán)境要求教師模擬真實(shí)的交際環(huán)境和各種交際需要，以增強(qiáng)教學(xué)的趣味性，來(lái)達(dá)到吸引學(xué)生注意力的目的，且需要提高詞語(yǔ)和句子的重復(fù)率，在此基礎(chǔ)上，逐漸加強(qiáng)培養(yǎng)學(xué)生成段表達(dá)的能力。 本文將通過(guò)教學(xué)中碰到的諸多例子，從教學(xué)特點(diǎn)、交際環(huán)境和交際需要三個(gè)部分來(lái)闡述初級(jí)口語(yǔ)教學(xué)的分別教學(xué)中碰到的難點(diǎn)，提出了自己的解決辦法。
[Abstract]:The teaching of Chinese as a foreign language in the non-Chinese environment is undoubtedly special and difficult compared with the teaching of Chinese as a foreign language, and there are fewer monographs and papers in the field of overseas Chinese teaching. Experience and theory can be used for reference is relatively scarce, can only be slowly groped by TCFL teachers themselves. Therefore, in the non-Chinese context where the Chinese environment and communication need to be both missing, the primary oral Chinese teaching has put forward higher requirements for all teachers of TCFL in this kind of environment. First, teachers of Chinese as a foreign language should overcome the language barrier, and carry on the primary oral Chinese teaching to the students whose mother tongue is not English on the basis of overcoming the language barrier. Taking the author's own experience as an example, this paper discusses the process of solving this obstacle step by step, and also realizes the mutual progress between teachers and students. Secondly, this paper probes into the causes of the classroom phenomenon caused by Korean students' shyness in the classroom and the personality of the two nationalities, and gives an answer from the cultural differences. Third, the non-Chinese environment requires teachers to simulate the real communication environment and various communicative needs in order to enhance the interest of teaching, to achieve the purpose of attracting students' attention, and to improve the repetition rate of words and sentences. Gradually strengthen the ability of students to express in segments. This paper, through many examples encountered in teaching, expounds the difficulties encountered in the teaching of primary oral teaching from three parts: teaching characteristics, communicative environment and communicative needs, and puts forward its own solutions.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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