本文選題：對外漢語 + 課堂�。� 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：對外漢語課堂上的教師和學(xué)生來自不同的國家和地區(qū)，他們的行為方式和心理難免存在各種差異，學(xué)生和教師之間、學(xué)生和學(xué)生之間經(jīng)常因為某些方面的差異而產(chǎn)生課堂沖突。這種課堂沖突并不僅僅表現(xiàn)在行為動作、口頭爭執(zhí)上，還包括學(xué)生或教師心理上產(chǎn)生的相互抗拒或厭煩的心理、留學(xué)生對漢語課堂學(xué)習(xí)的抗拒或厭煩心理、教師教學(xué)不當或管理方式不當造成教學(xué)效果不佳、不同國籍學(xué)生之間由于行為習(xí)慣造成雙方矛盾等隱性的沖突。 全文一共分為五個部分。第一部分為緒論部分。提出本文的研究問題，分別對師生沖突的國內(nèi)外研究現(xiàn)狀、對外漢語課堂沖突研究現(xiàn)狀進行了詳細闡述，同時列出了本文的研究目的、意義和方法。還通過深入研究國內(nèi)學(xué)者對對外漢語課堂沖突的描述，結(jié)合本文研究內(nèi)容，對對外漢語課堂沖突的概念進行了界定。第二部分對對外漢語課堂沖突的成因和類型進行了分析。通過分析整理對外漢語課堂沖突實例，將對外漢語課堂沖突分為文化引起的沖突、教師不合時宜的教學(xué)方法與學(xué)生學(xué)習(xí)方法的沖突、教師不合適的課堂管理模式引發(fā)的沖突以及不同國籍學(xué)生之間的沖突，并對每一類沖突的形成原因進行了分析。第三部分論述了對外漢語課堂沖突的影響，指出我們應(yīng)看到課堂沖突的二重性，既要看到其消極影響，，也要看到其積極作用。第四部分提出了對外漢語課堂沖突的緩解策略，提出了一些具體的緩解對外漢語課堂沖突的方法。第五部分為總結(jié)。
[Abstract]:Teachers and students in TCFL come from different countries and regions, and their behavior and psychology are inevitably different. There are often classroom conflicts between students and teachers, and between students and students because of the differences in some aspects. This kind of classroom conflict is not only manifested in the behavior, verbal argument, but also the students or teachers' psychological psychology of mutual resistance or boredom, the students' resistance or boredom to the Chinese classroom learning. The teaching effect is not good due to the improper teaching or management, and the conflict between students of different nationalities is caused by the contradiction between the two sides. The full text is divided into five parts altogether. The first part is the introduction. This paper puts forward the research questions of this paper, and expounds the current research situation of teacher-student conflict both at home and abroad and the present situation of the research on the conflict of Chinese as a foreign language. At the same time, it lists the purpose, significance and methods of this research. In addition, through in-depth study of domestic scholars' description of classroom conflict, combined with the content of this study, the concept of classroom conflict of TCFL is defined. The second part analyzes the causes and types of classroom conflicts. By analyzing and sorting out the examples of classroom conflicts in TCFL, the conflicts in TCSL are divided into conflicts caused by culture, conflicts between teachers' anachronistic teaching methods and students' learning methods. The conflicts caused by the inappropriate classroom management model and the conflicts among students of different nationalities are analyzed. The third part discusses the impact of classroom conflict as a foreign language, and points out that we should see the duality of classroom conflict, not only its negative impact, but also its positive role. In the fourth part, the author puts forward some strategies and methods to alleviate the conflict in Chinese as a foreign language classroom. The fifth part is a summary.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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