【摘要】：隨著近年來的漢語熱的流行,越來越多的外國人開始學(xué)習(xí)中文,對(duì)外漢語的教學(xué)方式已經(jīng)受到越來越大的挑戰(zhàn),以往單一的書本式的教學(xué)已經(jīng)不能滿足對(duì)外漢語的教學(xué)需求。如何才能在教學(xué)的過程中讓學(xué)生有興趣學(xué),并且能夠?qū)W得好,這是對(duì)外漢語課程教學(xué)設(shè)計(jì)所面臨的最大挑戰(zhàn)。備課時(shí),教師就應(yīng)該明確教學(xué)的難點(diǎn),并結(jié)合多樣性的教學(xué)方法。不僅僅是要備課,也得備學(xué)生,備教材,才能設(shè)計(jì)出最符合教授對(duì)象的教學(xué)方案。《我想學(xué)太極拳》這一課,教學(xué)對(duì)象針對(duì)漢語基礎(chǔ)零起點(diǎn)的留學(xué)生。生字的學(xué)習(xí),能愿動(dòng)詞的熟練使用是教學(xué)的重點(diǎn)。而有別于傳統(tǒng)的完全依托理論的教學(xué)設(shè)計(jì),本次教學(xué)設(shè)計(jì)更能體現(xiàn)教師本人的教學(xué)風(fēng)格,利用多媒體手段來輔助教學(xué),通過一系列的中國文化講解,讓學(xué)生在了解中國文化的同時(shí)學(xué)習(xí)本課的知識(shí)點(diǎn)。而課后的練習(xí)不再僅僅著眼于語法結(jié)構(gòu),而且也會(huì)對(duì)本課所涉及的中國文化做一些介紹。在本課的教學(xué)過程中,不再按照課文設(shè)置的生字、單詞、課文、練習(xí)的單一模式進(jìn)行,而是將朗讀、書寫、閱讀和練習(xí)有機(jī)的整合在一起,使其不再壁壘分明�？紤]到學(xué)生的認(rèn)知規(guī)律和學(xué)習(xí)水平,將知識(shí)點(diǎn)分散開來。在講解中國文化時(shí),用趣味的方式將學(xué)與練結(jié)合起來。在教學(xué)時(shí)間安排上根據(jù)課堂反應(yīng),可以做出適當(dāng)?shù)慕Y(jié)構(gòu)時(shí)間調(diào)整。
[Abstract]:With the popularity of Chinese in recent years, more and more foreigners begin to learn Chinese, and the teaching method of Chinese as a foreign language has been faced with more and more challenges. In the past, the single book teaching has been unable to meet the needs of teaching Chinese as a foreign language. How to make students interested and learn well in the course of teaching is the biggest challenge in teaching Chinese as a foreign language course. When preparing lessons, teachers should make clear the difficulties of teaching and combine with diverse teaching methods. Not only to prepare lessons, but also to prepare students and teaching materials to design the most suitable teaching plan for the teaching object. < I want to learn Taijiquan > this lesson, the teaching object is aimed at the overseas students who have zero starting point in the basic Chinese language. The study of new characters and the skillful use of verbs are the key points in teaching. And unlike the traditional teaching design, which relies entirely on the theory, this teaching design can better reflect the teaching style of the teacher himself, using multimedia means to assist teaching, through a series of explanations of Chinese culture. Let students understand Chinese culture while learning about the knowledge of this class. The practice after class not only focuses on grammatical structure, but also introduces the Chinese culture involved in this lesson. In the course of teaching in this lesson, the single mode of reading, writing, reading and practicing is not carried out according to the single pattern of new words, texts and exercises set in the text, so that the barriers are no longer distinct. In view of the students' cognitive law and learning level, the knowledge points are scattered. When explaining Chinese culture, combine learning with practice in an interesting way. In the teaching time arrangement according to the classroom reaction, may make the appropriate structural time adjustment.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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