【摘要】：本文立足于對外漢語初級綜合課教學(xué)設(shè)計的研究現(xiàn)狀,運用行動研究的方法對楊寄洲先生主編的《漢語教程》第二冊(下)第五十六課《山這么高,你爬得上去嗎》進(jìn)行教學(xué)設(shè)計,并通過實際的教學(xué)活動和課后的調(diào)查問卷得出教學(xué)反思。文章從五個方面展開論述：首先是緒論,主要對現(xiàn)有的教學(xué)設(shè)計和綜合課的研究進(jìn)行簡要的梳理和介紹,并對其相關(guān)文獻(xiàn)以及近年來的研究現(xiàn)狀進(jìn)行總結(jié)。其次是《山這么高,你爬得上去嗎》的教學(xué)設(shè)計理論,主要包含教學(xué)對象分析、教學(xué)環(huán)境分析、教材分析、課型分析、教學(xué)設(shè)計應(yīng)遵循的原則、教學(xué)設(shè)計中采用的教學(xué)方法、教學(xué)內(nèi)容分析、教學(xué)目標(biāo)分析、教學(xué)課時安排、教學(xué)用具以及《山這么高,你爬得上去嗎》的教學(xué)流程等十一個方面。再次是《山這么高,你爬得上去嗎》的具體教學(xué)流程,分三講進(jìn)行。第一講主要對可能補語(2)和課文(一)《山這么高,你爬得上去嗎》進(jìn)行講解。第二講的主要內(nèi)容是“只要……就……”的用法和課文(二)《我擔(dān)心自己演不好》。第三講主要對《山這么高,你爬得上去嗎》一課進(jìn)行復(fù)習(xí)總結(jié),處理練習(xí)題并開展班級聯(lián)歡會。再者是針對教學(xué)實踐進(jìn)行的教學(xué)反思,通過教師的自我反思和調(diào)查問卷的形式對《山這么高,你爬得上去嗎》的課堂教學(xué)效果進(jìn)行分析。通過調(diào)查結(jié)果可以看出：《山這么高,你爬得上去嗎》的教學(xué)設(shè)計通過作者在課堂上的實踐檢驗,基本上達(dá)到了大綱要求的教學(xué)效果。文章最后得出結(jié)論：一份優(yōu)秀的教學(xué)設(shè)計是扎實的理論功底和深入的領(lǐng)悟能力相結(jié)合的產(chǎn)物,而成功的課堂實踐則是良好的心理素質(zhì)和綜合文化素養(yǎng)的展現(xiàn)。因此,站在教學(xué)設(shè)計者和課堂指導(dǎo)者的角度,當(dāng)務(wù)之急是日日提升自己的理論思維、積累專業(yè)知識,并時時鍛煉自己的心性、加強(qiáng)文化修養(yǎng)。
[Abstract]:Based on the present situation of the teaching design of Chinese as a foreign language primary comprehensive course, this paper applies the method of action research to the second volume (part two) of the Chinese course edited by Mr. Yang Yazhou, which is so high in lesson 56. Are you able to climb up the teaching design, and through the actual teaching activities and after-class questionnaire to get the teaching reflection. This paper discusses from five aspects: first, the introduction, mainly briefly combing and introducing the existing teaching design and comprehensive course research, and summarizing the relevant literature and the research status in recent years. Secondly, the teaching design theory of "can you climb up as high as the mountain?" mainly includes the analysis of teaching objects, the analysis of teaching environment, the analysis of teaching materials, the analysis of class types, the principles that should be followed in teaching design, and the teaching methods used in teaching design. Teaching content analysis, teaching goal analysis, teaching class time arrangement, teaching utensils and the teaching process of "can you climb up?" Again, the specific teaching process of "Mountain so high, can you climb up?" is divided into three courses. The first lecture is mainly about possible complement (2) and text (1) "is the mountain so high that you can climb up?" The main content of the second lecture is "as long as." Just. " Usage and text (2) I'm afraid I can't do it well. The third lesson is about the mountain so high, can you climb up? a lesson to review and summarize, processing exercises and class party. The third is the teaching reflection on the teaching practice, through the teacher's self-reflection and questionnaire form of the "mountain so high, can you climb up" classroom teaching results. The result of the investigation shows that the teaching design of "can you climb up so high as the mountain" has basically reached the teaching effect required by the syllabus through the author's practical test in the classroom. Finally, the paper concludes that an excellent teaching design is the result of the combination of solid theoretical knowledge and deep comprehension ability, while successful classroom practice is the display of good psychological quality and comprehensive cultural accomplishment. Therefore, from the perspective of instructional designers and classroom instructors, it is imperative to improve their theoretical thinking, accumulate professional knowledge, and exercise their mind and cultural accomplishment day by day.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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