本文選題：圖式理論 + 對(duì)外漢語(yǔ)��； 參考：《上海外國(guó)語(yǔ)大學(xué)》2013年碩士論文

【摘要】：聽力在日常交際中是一項(xiàng)重要的技能，聽不懂不僅無(wú)法理解別人的信息，也難以對(duì)信息做出正確的反饋，使交際無(wú)法進(jìn)行下去。作為培養(yǎng)聽力技能的聽力課，其重要性顯而易見。特別是中級(jí)階段的聽力課，學(xué)生剛剛從初級(jí)階段，即僅是聽音或聽短篇材料的階段，到接觸多以跟日常交際相關(guān)的、有一定長(zhǎng)度和信息量的語(yǔ)篇聽力理解階段，如果這個(gè)環(huán)節(jié)能把握好，對(duì)學(xué)生的聽力水平將有很大的提升，也為今后聽更有深度的材料打下了良好的基礎(chǔ)。因此中級(jí)聽力課在學(xué)生學(xué)習(xí)漢語(yǔ)、以及訓(xùn)練語(yǔ)言技能的過(guò)程中，起到承上啟下的作用，，是學(xué)生提高聽力技能非常重要，不可忽視一環(huán)。然而中級(jí)聽力課課堂教學(xué)卻存在著相當(dāng)大的問題，對(duì)于教師來(lái)說(shuō)，以輸入為主的聽力課顯得教師非常被動(dòng)，并且難以把聽力課上得生動(dòng)有趣。對(duì)于學(xué)生來(lái)說(shuō)，他們剛接觸較長(zhǎng)的語(yǔ)篇，難以跟上進(jìn)度，容易失去信心和對(duì)聽力課的興趣。 因此本文結(jié)合圖式理論，在前人研究的基礎(chǔ)上，對(duì)聽力課的詞匯、句子、語(yǔ)篇的教學(xué)結(jié)合圖式理論，進(jìn)行了一個(gè)完整地設(shè)計(jì)。對(duì)聽力課上詞匯的教學(xué)、句子的理解及語(yǔ)篇教學(xué)中聽前、聽中、聽后三個(gè)環(huán)節(jié)如何利用圖式教學(xué)法都進(jìn)行了較為詳細(xì)地說(shuō)明。并結(jié)合所設(shè)計(jì)的圖式教學(xué)方法進(jìn)行了實(shí)際的課堂演練，通過(guò)教師觀察課堂和記錄學(xué)生的反應(yīng)，以及對(duì)學(xué)生完成測(cè)試后數(shù)據(jù)的統(tǒng)計(jì)與比較，不僅證實(shí)了圖式教學(xué)法在聽力課堂中的的可行性，也證實(shí)了該方法能夠提高學(xué)生的聽力理解能力。
[Abstract]:Hearing is an important skill in daily communication. It is difficult to understand not only the information of others, but also the difficulty of making correct feedback to the information, so that communication cannot go on. It is very important for listening class to develop listening skills. Especially in the middle stage of listening class, students just begin from the primary stage, that is only listening. Or listen to the stage of short text, to contact with the daily communication related to the daily communication, a certain length and the amount of information in the text listening comprehension stage, if this link can be grasped, the students' listening level will be greatly improved, and also for the future to listen to more deep materials laid a good foundation. Therefore, the intermediate listening class in the students study. In the process of Chinese and training language skills, it is very important for students to improve their listening skills, which can not be ignored. However, there are quite a lot of problems in the middle class listening class. For teachers, the teachers are very passive and difficult to get the students in the listening class. Interestingly, for students, they have long exposure to longer texts and are hard to keep up with progress. They lose confidence and interest in listening classes.
This paper, based on the theory of schema and on the basis of previous studies, has made a complete design of the teaching of vocabulary, sentence and discourse in the listening class. The teaching of vocabulary in the listening class, the understanding of the sentence and how to use the schema teaching method in the three links of listening, listening and listening are detailed. The actual classroom exercises are carried out with the designed schema teaching method. Through the teachers' observation of the classroom and recording the students' reaction, and the statistics and comparison of the data after the completion of the test, it not only confirms the feasibility of the schema teaching method in the listening class, but also proves that the method can improve the students' hearing. Ability to understand.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)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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