預(yù)科留學(xué)生漢語閱讀教學(xué)模式探究
發(fā)布時間：2019-02-22 21:27
【摘要】：對外漢語教學(xué)尤其是留學(xué)生預(yù)科漢語閱讀教學(xué),一直都是極其重要的一個部分。很長時間以來,對外漢語閱讀教學(xué)模式的研究雖然稍有成果,但是還不免具有一定的局限性。而本論文主要基于教學(xué)模式的研究,將讀寫結(jié)合起來,進行一體化教學(xué),從而有效地解決留學(xué)生預(yù)科漢語閱讀教學(xué)過程中所存在的種種問題,提出適合留學(xué)生預(yù)科讀寫結(jié)合的漢語閱讀教學(xué)模式,實踐證明,此教學(xué)模式具有一定的科學(xué)性和可實施性。讀寫結(jié)合的閱讀教學(xué)模式開展時,主要有幾個方面需要注意： 首先,必須要先調(diào)好整師生角色。打破傳統(tǒng)的教師控制課堂的死板模式,如若教師將大量的時間花費在講解漢字、詞語、句子和課后練習(xí)上,老師說怎么樣就怎么樣,老師安排什么時候做什么就什么時候做什么,這樣就會大大地阻礙留學(xué)生參與課堂的熱情,這樣的教學(xué)方法也永遠不可能讓留學(xué)生好好兒享受漢語學(xué)習(xí)的過程。一旦留學(xué)生意識到這種枯燥的語言學(xué)習(xí)太過于形式化,缺乏真實的自主表達思想的機會,就很難調(diào)動學(xué)生們學(xué)習(xí)的內(nèi)在動力。 其次,課堂上不能單純的教授詞匯和課文,要使用不同的教學(xué)途徑,讓留學(xué)生“在切實使用中感知語言并學(xué)習(xí)語言”,在真實的語言應(yīng)用環(huán)境中靈活地應(yīng)用所學(xué)的語言流暢地表達自己的觀點和看法。 再次,教學(xué)的目的,要學(xué)生明白語法、掌握詞語的意思、知道詞語在句子中的正確位置只是一小部分,更重要的是培養(yǎng)學(xué)生們的語言綜合應(yīng)用能力,在保證完成課堂任務(wù)的同時,還要不斷提高學(xué)生們聽說讀寫的技能。要讓學(xué)生意識到自己所學(xué)的語言是活語言、是用來跟人溝通交流的,而不是用來單純用來對付考試的。 最后,是對于教學(xué)評估。對于預(yù)科教學(xué),不能夠片面追求學(xué)生成績的提高,更要全面地評估。更不能讓學(xué)生們聽說好而讀寫能力差,相反,應(yīng)該讓各種能力一起得到提高。 筆者將讀寫結(jié)合的漢語閱讀教學(xué)模式應(yīng)用到對外漢語預(yù)科教學(xué)的過程中,考核此模式的利弊,進一步考察能否解決我們在傳統(tǒng)的教學(xué)模式下存在的一些問題,這是極有意義的一個嘗試。 讀寫結(jié)合的漢語閱讀教學(xué)模式是有進步性的,它不但可以提高學(xué)生們學(xué)習(xí)的效率,還可以讓面臨巨大壓力的學(xué)生們有一個很活躍的學(xué)習(xí)環(huán)境,更能促進學(xué)生們之間真實的交際。
[Abstract]:Teaching Chinese as a foreign language (TCFL), especially the teaching of Chinese reading in foreign students' preparatory course, has always been an extremely important part. For a long time, the research on the teaching mode of reading as a foreign language has made some achievements, but it still has some limitations. This thesis is mainly based on the research of teaching mode, combining reading and writing to carry out integrated teaching, so as to effectively solve the problems existing in the process of Chinese reading teaching in foreign students' preparatory courses. This paper puts forward a Chinese reading teaching model suitable for the combination of reading and writing in foreign students' preparatory course. The practice proves that this teaching model is scientific and feasible. There are several aspects to pay attention to when the reading and writing teaching mode is carried out: first, we must adjust the role of teachers and students well. Break the traditional stereotype of teacher control. If a teacher spends a lot of time explaining Chinese characters, words, sentences and after-school exercises, the teacher says what he says. The teacher will do whatever he wants to do, which will greatly hinder the enthusiasm of foreign students to participate in the classroom, such a teaching method can never allow students to enjoy the process of learning Chinese. Once the students realize that this boring language learning is too formalized and lacks the opportunity to express their ideas independently it will be difficult to mobilize the students' internal motivation of learning. Secondly, we should not simply teach vocabulary and texts in the classroom. We should use different teaching methods so that students can "perceive the language and learn the language in practical use." Use the language you have learned fluently and fluently to express your views in a real language application environment. Thirdly, the purpose of the teaching is to make students understand grammar, grasp the meaning of words, know that the correct position of words in sentences is only a small part, and more importantly, train the students' comprehensive language application ability. At the same time to ensure the completion of classroom tasks, students must continue to improve their listening, speaking, reading and writing skills. Make students realize that their language is a living language, is used to communicate with people, not just to deal with exams. Finally, it is for the teaching evaluation. For matriculation, we can not only pursue the improvement of students' achievement, but also evaluate comprehensively. Students should not be allowed to read and write better than to read and write. Instead, their abilities should be improved together. The author applies the Chinese reading teaching model combined with reading and writing to the process of teaching Chinese as a foreign language preparatory course, examines the advantages and disadvantages of this model, and further investigates whether we can solve some problems existing in the traditional teaching mode. This is a very meaningful attempt. The combination of reading and writing in Chinese reading teaching mode is progressive. It can not only improve the efficiency of students' learning, but also make the students under great pressure have a very active learning environment, and promote the real communication between students.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
[Abstract]:Teaching Chinese as a foreign language (TCFL), especially the teaching of Chinese reading in foreign students' preparatory course, has always been an extremely important part. For a long time, the research on the teaching mode of reading as a foreign language has made some achievements, but it still has some limitations. This thesis is mainly based on the research of teaching mode, combining reading and writing to carry out integrated teaching, so as to effectively solve the problems existing in the process of Chinese reading teaching in foreign students' preparatory courses. This paper puts forward a Chinese reading teaching model suitable for the combination of reading and writing in foreign students' preparatory course. The practice proves that this teaching model is scientific and feasible. There are several aspects to pay attention to when the reading and writing teaching mode is carried out: first, we must adjust the role of teachers and students well. Break the traditional stereotype of teacher control. If a teacher spends a lot of time explaining Chinese characters, words, sentences and after-school exercises, the teacher says what he says. The teacher will do whatever he wants to do, which will greatly hinder the enthusiasm of foreign students to participate in the classroom, such a teaching method can never allow students to enjoy the process of learning Chinese. Once the students realize that this boring language learning is too formalized and lacks the opportunity to express their ideas independently it will be difficult to mobilize the students' internal motivation of learning. Secondly, we should not simply teach vocabulary and texts in the classroom. We should use different teaching methods so that students can "perceive the language and learn the language in practical use." Use the language you have learned fluently and fluently to express your views in a real language application environment. Thirdly, the purpose of the teaching is to make students understand grammar, grasp the meaning of words, know that the correct position of words in sentences is only a small part, and more importantly, train the students' comprehensive language application ability. At the same time to ensure the completion of classroom tasks, students must continue to improve their listening, speaking, reading and writing skills. Make students realize that their language is a living language, is used to communicate with people, not just to deal with exams. Finally, it is for the teaching evaluation. For matriculation, we can not only pursue the improvement of students' achievement, but also evaluate comprehensively. Students should not be allowed to read and write better than to read and write. Instead, their abilities should be improved together. The author applies the Chinese reading teaching model combined with reading and writing to the process of teaching Chinese as a foreign language preparatory course, examines the advantages and disadvantages of this model, and further investigates whether we can solve some problems existing in the traditional teaching mode. This is a very meaningful attempt. The combination of reading and writing in Chinese reading teaching mode is progressive. It can not only improve the efficiency of students' learning, but also make the students under great pressure have a very active learning environment, and promote the real communication between students.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
【參考文獻】
相關(guān)期刊論文 前10條
1 肖美艷;我國近二十年教學(xué)模式理論研究綜述[J];成都教育學(xué)院學(xué)報;2004年11期
2 張亞蘭,李旭民;大學(xué)英語教學(xué)應(yīng)如何調(diào)動學(xué)生的積極性[J];甘肅高師學(xué)報;2002年06期
3 馬惠玲;對外漢語閱讀課教學(xué)原則初探[J];河南大學(xué)學(xué)報(社會科學(xué)版);1998年05期
4 楊惠元;第二語言教學(xué)的新模式(實驗設(shè)計)[J];漢語學(xué)習(xí);2000年06期
5 李如密;關(guān)于教學(xué)模式若干理論問題的探討[J];課程.教材.教法;1996年04期
6 吳恒山;;教學(xué)模式的理論價值及其實踐意義[J];遼寧師范大學(xué)學(xué)報;1989年03期
7 李曉華;教學(xué)模式的定位及其特點[J];青海師范大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);1998年02期
8 李雁冰;簡論教學(xué)模式[J];山東教育科研;1994年03期
9 劉s，
本文編號：2428653
本文鏈接：http://sikaile.net/wenyilunwen/yuyanxuelw/2428653.html
最近更新
教材專著
