本文關(guān)鍵詞： 對(duì)外漢語(yǔ) 中級(jí)口語(yǔ)教學(xué) 多元互動(dòng)教學(xué)模式　出處：《渤海大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：多元互動(dòng)教學(xué)模式是以互動(dòng)為核心,圍繞教師、學(xué)生、教材等多種元素間的互動(dòng),以及游戲、競(jìng)賽、表演等多種形式進(jìn)行互動(dòng)的教學(xué)模式,包括顯性互動(dòng)和隱性互動(dòng)兩個(gè)方面。多元互動(dòng)教學(xué)模式的特點(diǎn)是以學(xué)生為中心、注重課堂互動(dòng)、強(qiáng)調(diào)有機(jī)整合,主要應(yīng)用方式有游戲、競(jìng)賽、提問(wèn)等,具體的教學(xué)策略是師生互動(dòng)策略和生生互動(dòng)策略。對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課具有實(shí)用性、交際性、靈活性的特點(diǎn),對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課注重培養(yǎng)學(xué)生的口語(yǔ)交際能力,但是現(xiàn)在存在的問(wèn)題是大部分的口語(yǔ)課被上成了綜合課,學(xué)生的口語(yǔ)交際能力沒(méi)能得到充分的鍛煉。多元互動(dòng)教學(xué)模式作為一種以互動(dòng)為核心的各種教學(xué)元素相互作用的教學(xué)模式,有利于為學(xué)生的口語(yǔ)交際創(chuàng)造良好的互動(dòng)條件。為了證明多元互動(dòng)教學(xué)模式有利于對(duì)外漢語(yǔ)中級(jí)口語(yǔ)教學(xué),從多元互動(dòng)教學(xué)模式注重多種元素互動(dòng)和多種形式互動(dòng)的內(nèi)涵,以學(xué)生為中心、注重課堂互動(dòng)、強(qiáng)調(diào)有機(jī)整合的特點(diǎn),以及以游戲、競(jìng)賽、提問(wèn)等為應(yīng)用方式等方面進(jìn)行分析,并且結(jié)合對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課的特點(diǎn),以及學(xué)習(xí)者的主體因素和學(xué)習(xí)者以外的因素,證明多元互動(dòng)教學(xué)模式在對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課教學(xué)中應(yīng)用的可行性。通過(guò)對(duì)《你們可以上門(mén)服務(wù)嗎》一課的教學(xué)設(shè)計(jì),展示了如何在對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課教學(xué)中實(shí)施多元互動(dòng)教學(xué)模式。多元互動(dòng)教學(xué)模式的有效使用重點(diǎn)在于教師的教學(xué)能力是否提高,為了適應(yīng)越來(lái)越發(fā)展的對(duì)外漢語(yǔ)課堂,教師急需提高自身的素質(zhì),從而提高對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課的教學(xué)質(zhì)量。
[Abstract]:Multiple interactive teaching mode is an interactive teaching model which focuses on the interaction between teachers, students, teaching materials and other elements, as well as games, competitions, performances and other forms of interaction. Multiple interactive teaching mode is student-centered, pays attention to classroom interaction, and emphasizes organic integration. The main application methods are games, competitions, questioning and so on. The specific teaching strategies are teacher-student interaction strategy and student interaction strategy. Chinese as a second language course focuses on the cultivation of students' oral communication ability, but the problem is that most of the oral English classes have been integrated. The students' oral communication ability has not been fully trained. The multiple interactive teaching model is a kind of interactive teaching model with various teaching elements as the core of interaction. It is beneficial to create good interactive conditions for students' oral communication, and to prove that the multiple interactive teaching mode is beneficial to the intermediate oral teaching of TCSL. From the pluralistic interactive teaching mode to pay attention to the connotation of multi-element interaction and multi-form interaction, take the student as the center, pay attention to the classroom interaction, emphasize the organic integration characteristic, and take the game, the competition. This paper analyzes the application of questioning and other aspects, and combines the characteristics of the intermediate spoken Chinese as a foreign language course, as well as the main factors of learners and factors other than learners. This paper proves the feasibility of the application of the multiple interactive teaching model in the teaching of Chinese as a foreign language. Through the teaching design of "can you serve at home" one lesson. It shows how to implement the multi-interactive teaching mode in the teaching of spoken Chinese as a foreign language. The effective use of the multi-interactive teaching model lies in whether the teachers' teaching ability is improved or not. In order to adapt to the more and more developed Chinese as a foreign language classroom, teachers urgently need to improve their own quality, so as to improve the teaching quality of intermediate oral Chinese as a foreign language class.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王穎;;基于多元互動(dòng)教學(xué)模式的英語(yǔ)教學(xué)[J];考試周刊;2014年48期

相關(guān)博士學(xué)位論文 前2條

1 王曉音;對(duì)外漢語(yǔ)教師素質(zhì)研究[D];陜西師范大學(xué);2013年

2 張善軍;信息技術(shù)環(huán)境下大學(xué)英語(yǔ)多元互動(dòng)教學(xué)模式研究[D];上海外國(guó)語(yǔ)大學(xué);2011年

相關(guān)碩士學(xué)位論文 前8條

1 張冉冉;老撾留學(xué)生漢語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查及教學(xué)策略研究[D];云南大學(xué);2015年

2 盧海蓉;對(duì)外漢語(yǔ)初級(jí)口語(yǔ)互動(dòng)式教學(xué)研究[D];湖南大學(xué);2014年

3 李家蘭;漢語(yǔ)作為第二語(yǔ)言教學(xué)中的師生互動(dòng)教學(xué)策略[D];蘇州大學(xué);2013年

4 高雅;論對(duì)外漢語(yǔ)教學(xué)中口語(yǔ)交際能力的培養(yǎng)[D];蘇州大學(xué);2013年

5 魯亦斐;對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課堂師生互動(dòng)模式中的教師活動(dòng)[D];湖南師范大學(xué);2013年

6 吳萍;多元互動(dòng)模式下對(duì)外漢語(yǔ)教學(xué)中的文化教學(xué)[D];黑龍江大學(xué);2012年

7 劉慧;對(duì)外漢語(yǔ)教學(xué)中的口語(yǔ)交際微技能培養(yǎng)[D];廈門(mén)大學(xué);2007年

8 龐汝琴;漢語(yǔ)口語(yǔ)教學(xué)的回顧與前瞻[D];華東師范大學(xué);2006年

，

本文編號(hào)：1470488