本文關(guān)鍵詞： 文化教學(xué) 體驗(yàn)式教學(xué) 文化體驗(yàn)課 教學(xué)設(shè)計(jì)　出處：《吉林華橋外國(guó)語學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：20世紀(jì)中后期,隨著西方各種課型的興起,體驗(yàn)課也隨之產(chǎn)生。它是以學(xué)生為主體,教師為主導(dǎo),同傳統(tǒng)課一樣的雙主教學(xué)。但體驗(yàn)課更強(qiáng)調(diào)教學(xué)應(yīng)落在實(shí)踐的過程中。它認(rèn)為實(shí)踐的過程,即解決突發(fā)問題的過程,將發(fā)生的問題與解決問題的過程應(yīng)用在一個(gè)實(shí)踐過程中,通過這樣的方式培養(yǎng)學(xué)生的能力,可以更真實(shí)靈活地提高學(xué)生對(duì)文化知識(shí)的認(rèn)知水平、用自身體驗(yàn)來增強(qiáng)對(duì)所學(xué)文化的感知、理解和認(rèn)同,品味所學(xué)文化的氣韻。文化體驗(yàn)課有別于傳統(tǒng)文化課,文化體驗(yàn)強(qiáng)調(diào)以體驗(yàn)式的學(xué)習(xí)方式來獲得直接的、融自身的知識(shí)與素質(zhì)于一體的新技能,使知識(shí)學(xué)習(xí)與交際能力共同得到提升和發(fā)展。它是一種顯性的、體驗(yàn)性的語言文化學(xué)習(xí)過程,可以真切地幫助學(xué)生獲得并提升跨文化交際能力。本文對(duì)文化體驗(yàn)課的發(fā)展及主要應(yīng)用現(xiàn)象進(jìn)行了梳理,為文化體驗(yàn)教學(xué)設(shè)計(jì)提供參考。本文共分為四個(gè)章節(jié):緒論介紹本論文的選題背景緣由、研究意義和研究方法;對(duì)國(guó)內(nèi)的體驗(yàn)教學(xué)研究近況及現(xiàn)狀進(jìn)行綜述,便于對(duì)國(guó)際漢語教學(xué)文化體驗(yàn)課資料進(jìn)行調(diào)用分析;通過梳理國(guó)內(nèi)的文化體驗(yàn)課現(xiàn)狀,將其大致情況進(jìn)行匯總分類,分析了現(xiàn)存的問題;第一章進(jìn)行主要概念的界定,對(duì)教學(xué)設(shè)計(jì)理論進(jìn)行闡述,對(duì)國(guó)內(nèi)文化體驗(yàn)課教育學(xué)理論基礎(chǔ)和心理學(xué)理論基礎(chǔ)現(xiàn)狀進(jìn)行梳理,闡述本文的文化體驗(yàn)課教學(xué)設(shè)計(jì)的理論基礎(chǔ)和構(gòu)成要素;第二章闡述文化體驗(yàn)課教學(xué)原則,為評(píng)價(jià)文化體驗(yàn)課教學(xué)設(shè)計(jì)提供理論依據(jù);第三章以“書法課”“剪紙課”和“八段錦”為例進(jìn)行教學(xué)實(shí)施設(shè)計(jì),將“書法課”“剪紙課”和“八段錦”的教學(xué)設(shè)計(jì)進(jìn)行實(shí)踐運(yùn)用,并結(jié)合“5C”標(biāo)準(zhǔn)進(jìn)行教學(xué)設(shè)計(jì)的評(píng)估;第四章反思文化體驗(yàn)課教學(xué)設(shè)計(jì),分析優(yōu)勢(shì)與不足,并提出策略和以后要解決的問題。
[Abstract]:In 20th century, with the rise of various types of classes in the West, the experience lesson came into being. It is student-oriented and teacher-led. The experience course emphasizes that teaching should fall into the process of practice. It thinks that the process of practice is the process of solving unexpected problems. By applying the process of problem and problem solving in a practical process, we can cultivate students' ability in this way, which can improve the students' cognition level of cultural knowledge more realistically and flexibly. With their own experience to enhance the perception of the culture, understanding and identification, taste the spirit of the culture. Cultural experience is different from the traditional culture, cultural experience emphasizes experiential learning to obtain direct. The new skills, which integrate knowledge and quality into one, promote and develop both knowledge learning and communicative competence. It is a dominant and experiential process of language and culture learning. It can help the students to acquire and improve the intercultural communicative competence. This paper combs the development and main application of the cultural experience course. This paper is divided into four chapters: introduction to the background of this paper, research significance and research methods; This paper summarizes the current situation and present situation of experience teaching in China, which is convenient for the analysis of international Chinese teaching and cultural experience course materials. Through combing the present situation of the cultural experience course in our country, the general situation is summarized and classified, and the existing problems are analyzed. The first chapter defines the main concepts, expounds the theory of teaching design, and combs the current situation of the theoretical basis of pedagogy and psychology of the cultural experience course in China. This paper expounds the theoretical basis and elements of the teaching design of the cultural experience course in this paper. The second chapter expounds the teaching principles of cultural experience course, which provides the theoretical basis for evaluating the teaching design of cultural experience course. The third chapter takes "calligraphy class" "paper-cut lesson" and "eight-Duan brocade" as an example to carry on the teaching implementation design, carries on the practice application to the "calligraphy lesson" "the paper-cut lesson" and "the eight duanjin" teaching design. And combined with the "5C" standard to evaluate the teaching design; Chapter 4th reflects on the teaching design of the cultural experience course, analyzes the advantages and disadvantages, and puts forward the strategies and problems to be solved in the future.
【學(xué)位授予單位】：吉林華橋外國(guó)語學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3
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本文編號(hào)：1467210