本文選題：對外漢語 + 教學設計　； 參考：《吉林大學》2013年碩士論文

【摘要】：“對外漢語教學”的本質是“教學”，是教師將漢語知識、漢語技能教授給外國學生的過程。在對外漢語教學的過程中，教師要全面分析對外漢語教學的各種主客觀條件，綜合考慮各種可能的教學措施，并在此基礎上選擇最佳的教學方案，對教學對象、教學目標、教學內容、教學方法等進行合理規(guī)劃與安排，這樣才能達到最佳的教學效果。本文對《新實用漢語課本（第一冊）》的第十一課《我會說一點兒漢語》進行了教學設計。 本文包括四個部分，主要內容如下： 第一章是緒論，主要介紹了本文的選題緣由和研究意義，并從多個方面對目前對外漢語教學設計及其相關研究的已有研究成果進行了全面、深入地整理和分析。 第二章的內容包括本文對《我會說一點兒漢語》一文策劃教學設計所依據的理論基礎、具體的教學設計原則以及思路。 第三章是我們對《我會說一點兒漢語》一文具體的教學設計內容。此部分針對教學內容合理安排教學層次，，正確處理教材知識結構與學生認知結構的結合點，力求創(chuàng)造出適合學生思維過程的教學設計。 第四章是結語部分。在這一部分我們總結了本文的創(chuàng)新之處，并對本文的不足之處進行了反思
[Abstract]:The essence of "teaching Chinese as a foreign language" is "teaching", which is the process of teaching Chinese knowledge and skills to foreign students. In the process of teaching Chinese as a foreign language, teachers should comprehensively analyze all kinds of subjective and objective conditions of teaching Chinese as a foreign language, synthetically consider various possible teaching measures, and on this basis, choose the best teaching plan, teaching object and teaching goal. In order to achieve the best teaching effect, reasonable planning and arrangement of teaching contents and teaching methods are carried out. In this paper, the teaching design of lesson 11 of New practical Chinese textbook (Volume 1), "I can speak a little Chinese", has been carried out. This paper includes four parts, the main contents are as follows: the first chapter is the introduction, mainly introduces the reason and significance of this paper. And from many aspects of the current teaching of Chinese as a foreign language design and related research results of the existing comprehensive, in-depth collation and analysis. The content of the second chapter includes the theoretical basis, the specific teaching design principles and the train of thought of planning the teaching design of "I can speak a little Chinese" in this paper. The third chapter is about the teaching design of "I can speak a little Chinese". This part aims at the reasonable arrangement of teaching content, correctly deals with the combination of knowledge structure of teaching materials and students' cognitive structure, and tries to create a teaching design suitable for students' thinking process. The fourth chapter is the conclusion. In this part, we summarize the innovation of this paper, and reflect on the shortcomings of this paper.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：2109201