發(fā)布時(shí)間：2018-08-07 09:26

【摘要】：隨著中國經(jīng)濟(jì)的崛起，“漢語熱”已成為一種不可忽視的現(xiàn)象。漢語作為泰國的第二外語，已經(jīng)深入到了泰國的各個(gè)階層，“漢語熱”在泰國表現(xiàn)的十分明顯。應(yīng)泰國教育部的申請，國家漢辦也相繼在泰國開設(shè)孔子學(xué)院，派出漢語教師志愿者，在泰國的大中小學(xué)進(jìn)行漢語教學(xué)工作。 泰國開放漢語教學(xué)以來，學(xué)習(xí)漢語的人越來越多。2012年5月，筆者作為漢語教師志愿者，在泰國華僑崇圣大學(xué)從事了10個(gè)月的漢語教學(xué)。在教學(xué)期間，筆者所教課程大部分為漢語綜合課，且為初級漢語綜合課，筆者在教學(xué)期間遇到了很多教學(xué)實(shí)際問題。筆者搜集查閱了大量對外漢語初級漢語綜合課教學(xué)方法和語言理論的文獻(xiàn)資料和相關(guān)書籍，學(xué)者們對對外漢語教學(xué)理論研究和教學(xué)技巧研究相對較多，涉及對外漢語教學(xué)的方方面面，包括綜合課教學(xué)的性質(zhì)、任務(wù)、原則、目標(biāo)和目的，同時(shí)涉及初級綜合課各語言要素的教學(xué)方法和技巧。綜合課和其他語言技能課不同，它具有全面性、綜合性的特點(diǎn)，是漢語教學(xué)的基礎(chǔ)性課程，在漢語教學(xué)中的地位十分突出和重要。但是目前對以實(shí)踐為基礎(chǔ)的，具有國別性的綜合課教學(xué)的研究數(shù)量還十分有限，并且非目的語環(huán)境的漢語綜合課教學(xué)有其自身的特點(diǎn)。 本文從教學(xué)實(shí)際出發(fā)，全面闡釋了對泰漢語教學(xué)中學(xué)生的“學(xué)”和教師的“教”兩方面存在的主要問題，，并針對這些問題，在教學(xué)理論的指導(dǎo)下，將其應(yīng)用到課堂實(shí)踐活動(dòng)中去，找出有效策略，使教學(xué)更具有針對性，提高教學(xué)效果和教學(xué)質(zhì)量。本文主要分為六部分，第一部分，引言。第二部分，介紹了對外漢語教學(xué)界對初級漢語綜合課的研究情況。第三部分，介紹泰國華僑崇圣大學(xué)文學(xué)院的漢語教學(xué)情況。包括課程設(shè)置、師資情況、所用教材三方面。第四部分，總結(jié)提出在泰大學(xué)漢語綜合課教學(xué)中學(xué)生習(xí)得和教師教學(xué)普遍存在的問題。該部分將結(jié)合筆者所教漢語綜合課教學(xué)情況，根據(jù)泰國學(xué)生的特點(diǎn)，總結(jié)出教學(xué)中存在的問題。第五部分，根據(jù)教學(xué)中存在的問題，找出適合該校的漢語綜合課教學(xué)的策略，為其他漢語教師提供參考和借鑒。第六部分，結(jié)論。
[Abstract]:With the rise of Chinese economy, "Chinese craze" has become a phenomenon that can not be ignored. As the second foreign language of Thailand, Chinese has reached all levels of Thailand. At the request of the Ministry of Education of Thailand, the National Han Affairs Office has also opened Confucius Institutes in Thailand, sent Chinese teachers to volunteer, and conducted Chinese teaching work in Thai universities and primary and secondary schools. Since the opening of Chinese language teaching in Thailand, more and more people have been learning Chinese. In May 2012, as a volunteer of Chinese language teachers, the author spent 10 months teaching Chinese at Chongsheng University, an overseas Chinese university in Thailand. During the teaching period, most of the courses taught by the author are Chinese comprehensive courses, and they are primary Chinese comprehensive courses. During the teaching period, the author has encountered a lot of practical problems in teaching. The author has collected and consulted a large number of literature and related books on teaching methods and language theories of Chinese as a foreign language integrated course. Scholars have relatively more theoretical research and teaching skills on teaching Chinese as a foreign language. It involves all aspects of teaching Chinese as a foreign language, including the nature, tasks, principles, goals and objectives of comprehensive teaching, as well as the teaching methods and skills of various language elements in primary comprehensive courses. Comprehensive course is different from other language skill courses. It has the characteristics of comprehensiveness and comprehensiveness. It is the basic course of Chinese teaching and plays an important and prominent role in Chinese teaching. However, the number of research on the practice-based, country-specific integrated course teaching is still very limited, and the non-target language environment of Chinese comprehensive teaching has its own characteristics. This paper, proceeding from the teaching practice, comprehensively explains the main problems existing in the two aspects of "learning" and "teaching" in the teaching of Thai Chinese, and aiming at these problems, under the guidance of teaching theory, It can be applied to classroom practice to find out effective strategies to improve teaching effect and teaching quality. This article is divided into six parts, the first part, introduction. In the second part, the author introduces the research of the primary Chinese comprehensive course in teaching Chinese as a foreign language. The third part introduces the teaching of Chinese language in the School of Arts of overseas Chinese University in Thailand. Including the curriculum, teachers, the use of three aspects of teaching materials. In the fourth part, the problems of students' acquisition and teacher's teaching are summarized. According to the characteristics of Thai students, this part will sum up the problems in the teaching. The fifth part, according to the existing problems in teaching, find out the appropriate teaching strategy of Chinese comprehensive course, and provide reference and reference for other Chinese teachers. The sixth part, conclusion.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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