【摘要】：近年來,國僑辦開展的海外華裔青少年“中國尋根之旅”夏(冬)令營活動在全國眾多高校中如火如荼地進(jìn)行著,縱觀各類主題夏(冬)令營,藝術(shù)課占據(jù)著非常重要的地位。隨著“尋根之旅”活動持續(xù)、深入地開展,對外漢語教師對于夏(冬)令營活動的認(rèn)識亦在不斷深化,通過我們的親身實(shí)踐,認(rèn)為認(rèn)知法比較適用于夏(冬)令營藝術(shù)課教學(xué)。本研究通過我們的親身經(jīng)歷,選取三種藝術(shù)課型暨舞蹈、書法和剪紙課,對認(rèn)知法在其課堂上的運(yùn)用進(jìn)行了案例分析,并對如何運(yùn)用認(rèn)知法能達(dá)到教學(xué)目標(biāo)進(jìn)行了歸納總結(jié),最后針對教學(xué)上存在的問題提出一些解決方案和教學(xué)建議。 本研究共分為六章：第一章為緒論部分,闡述本研究的選題背景、選題目的和意義,提出本研究主要的研究問題,并介紹了相應(yīng)的理論依據(jù)及研究方法。 第二章為文獻(xiàn)綜述部分,總結(jié)了以往學(xué)者對于認(rèn)知法、對外漢語藝術(shù)課及海外華裔青少年漢語學(xué)習(xí)的相關(guān)研究,并在此基礎(chǔ)上總結(jié)出以往研究存在的不足之處,引出本研究的具體研究內(nèi)容。 第三章至第五章為具體教學(xué)案例分析部分,選取我們親身經(jīng)歷的夏(冬)令營中三種藝術(shù)課進(jìn)行分析,包括舞蹈課、書法課和剪紙課。均從認(rèn)知教學(xué)法角度出發(fā),給出認(rèn)知法對于每種課的教學(xué)標(biāo)準(zhǔn),通過實(shí)例分析總結(jié)出如何適當(dāng)?shù)剡\(yùn)用認(rèn)知教學(xué)法能達(dá)到預(yù)期目標(biāo)。 第六章為認(rèn)知法在海外華裔青少年夏(冬)令營藝術(shù)課上的現(xiàn)存問題及通過分析提出的解決方法,我們分別從兩方面進(jìn)行論述,找到認(rèn)知法在夏(冬)令營藝術(shù)課上的最佳教學(xué)方式,以達(dá)到此活動的開展目的。 最后是結(jié)論部分,總結(jié)了研究結(jié)果,并說明了文章的創(chuàng)新之處及不足之處。
[Abstract]:In recent years, the summer (winter) camp activities of overseas Chinese youths "the journey to China's roots" carried out by the overseas Chinese Affairs Office have been carried out in full swing in many colleges and universities throughout the country, throughout the summer (winter) camp of various themes, art classes occupy a very important position. With the continuous and in-depth development of the "Roots-seeking Journey", teachers of Chinese as a foreign language have been deepening their understanding of summer (winter) camp activities. Through our own practice, we think that the cognitive method is more suitable for summer (winter) teaching in summer (winter) Yenying art class. Through our own experience, this study selects three types of art class and dance, calligraphy and paper-cut lessons, analyzes the application of cognitive method in the classroom, and sums up how to use cognitive method to achieve the teaching goal. Finally, some solutions and teaching suggestions are put forward to solve the problems existing in teaching. This study is divided into six chapters: the first chapter is the introduction part, which describes the background, purpose and significance of the topic selection, puts forward the main research issues, and introduces the corresponding theoretical basis and research methods. The second chapter is the literature review part, which summarizes the previous scholars' research on the cognitive method, the art class of Chinese as a foreign language and the Chinese learning of overseas Chinese young people, and on this basis, summarizes the shortcomings of the previous research. Lead to the specific research content of this study. The third chapter to the fifth chapter is the concrete teaching case analysis part, select our own experience summer (winter) camp three kinds of art class, including dance lesson, calligraphy lesson and paper-cut lesson. From the point of view of cognitive teaching method, the teaching standard of cognitive teaching method for each class is given, and how to use cognitive teaching method properly to achieve the expected goal is summarized through the analysis of practical examples. In the sixth chapter, we discuss the existing problems of cognitive method in summer (winter) camp for overseas Chinese youths and the solutions put forward through analysis, respectively, from two aspects. Find out the best teaching method of cognitive method in summer (winter) camp art class, in order to achieve the purpose of carrying out this activity. The last part is the conclusion, summarizes the research results, and explains the innovation and shortcomings of the article.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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