【摘要】：漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)，不管是本體研究還是語(yǔ)言教學(xué)理論，最終都要回歸到語(yǔ)言教學(xué)實(shí)踐才是有意義的。課堂教學(xué)是對(duì)外漢語(yǔ)教學(xué)的中心環(huán)節(jié)，同時(shí)也是漢語(yǔ)國(guó)際傳播的重要陣地。漢語(yǔ)教學(xué)在課堂上實(shí)施的真實(shí)過(guò)程是研究課堂教學(xué)最主要的材料來(lái)源。國(guó)內(nèi)外有關(guān)課堂教學(xué)研究的論文非常豐富，很多研究者都在強(qiáng)調(diào)對(duì)課堂教學(xué)過(guò)程研究的必要性。我們認(rèn)為，課堂教學(xué)猶如一片富饒的沃土，這片沃土為我們提供了許多可貴的資源。本文將從課堂教學(xué)的實(shí)施的真實(shí)情況出發(fā)，，通過(guò)對(duì)漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)實(shí)施過(guò)程進(jìn)行研究，以期待加深我們對(duì)課堂教學(xué)過(guò)程的了解和認(rèn)識(shí)，從而更有效地組織漢語(yǔ)作為第二語(yǔ)言的課堂教學(xué)，提高課堂的有效性。本文主要分為四部分： 第一部分緒論，主要談了課題的緣起，并對(duì)外語(yǔ)課堂教學(xué)研究進(jìn)行了簡(jiǎn)單的回顧，及闡述了漢語(yǔ)作為第二語(yǔ)言語(yǔ)課堂教學(xué)過(guò)程實(shí)施研究的目的和意義。 第二部分為第二章，對(duì)漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)進(jìn)行概述，包括漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)的含義及構(gòu)成和漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)的本質(zhì)特點(diǎn)。 第三部分第三章，對(duì)漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)過(guò)程進(jìn)行了概說(shuō)。主要回顧了教學(xué)過(guò)程理論的發(fā)展，對(duì)漢語(yǔ)課堂教學(xué)過(guò)程進(jìn)行了界定。同時(shí)結(jié)合具體的案例描述了漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)的組織課堂的方法，課堂教學(xué)的基本環(huán)節(jié)，教學(xué)手段、技巧及方法的運(yùn)用。 第四部分為第四章，結(jié)合具體案例，概括了漢語(yǔ)作為第二語(yǔ)言課堂教學(xué)過(guò)程中應(yīng)遵循的教學(xué)原則。 第五部分，文章的結(jié)語(yǔ)部分，主要對(duì)論文進(jìn)行了梳理和總結(jié)，并指出了本文的局限性，以期待將有更多的學(xué)者能將目光放到對(duì)課堂教學(xué)具體實(shí)施的視角下，發(fā)掘課堂教學(xué)過(guò)程蘊(yùn)含的大量資源。
[Abstract]:Chinese as a second language classroom teaching, whether it is ontology research or language teaching theory, it is meaningful to return to language teaching practice. Classroom teaching is not only the central link of teaching Chinese as a foreign language, but also the important position of international dissemination of Chinese. The real process of Chinese teaching in class is the most important material source of classroom teaching. There are a lot of papers about classroom teaching research at home and abroad, many researchers are emphasizing the necessity of studying classroom teaching process. We believe that classroom teaching is like a fertile soil, which provides us with many valuable resources. Starting from the real situation of classroom teaching, this paper will study the implementation process of Chinese as a second language in order to deepen our understanding and understanding of classroom teaching process. Therefore, the classroom teaching of Chinese as a second language is organized more effectively and the effectiveness of the classroom is improved. This paper is divided into four parts: the first part is the introduction, which mainly discusses the origin of the topic, and makes a brief review of the foreign language classroom teaching research. The purpose and significance of the research on the implementation of Chinese as a second language classroom teaching process are also expounded. The second part is the second chapter, which summarizes the Chinese as a second language classroom teaching, including the meaning and composition of Chinese as a second language classroom teaching and the essential characteristics of Chinese as a second language classroom teaching. In the third part, the author generalizes the teaching process of Chinese as a second language. This paper reviews the development of the teaching process theory and defines the Chinese classroom teaching process. At the same time, it describes the methods of organizing Chinese as a second language classroom teaching, the basic links of classroom teaching, teaching means, skills and the application of methods. The fourth part is the fourth chapter, combined with specific cases, summarized the Chinese as a second language classroom teaching principles should be followed. The fifth part, the conclusion of the article, mainly combs and summarizes the paper, and points out the limitations of this paper, in order to expect more scholars to focus on the specific implementation of classroom teaching under the perspective. Explore the classroom teaching process contains a lot of resources.
【學(xué)位授予單位】：河北大學(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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