本文選題：對(duì)外漢語(yǔ)教學(xué)　切入點(diǎn)：任務(wù)型教學(xué)法　出處：《安徽大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：任務(wù)型教學(xué)(Task-based Teaching)是一種以"任務(wù)"為核心理念的教學(xué)思想,WWillis(1996)首次從理論上提出了任務(wù)型教學(xué)模式,而Ellis(2003)在做了大量的理論梳理和總結(jié)了前人經(jīng)驗(yàn)的基礎(chǔ)上,提出了更為客觀實(shí)用的"任務(wù)前-任務(wù)中-任務(wù)后"教學(xué)模式,這標(biāo)志著任務(wù)型教學(xué)已進(jìn)入成熟階段。上世紀(jì)末以來(lái),我國(guó)不論在外語(yǔ)教學(xué)界或是對(duì)外漢語(yǔ)教學(xué)領(lǐng)域,都在努力嘗試、實(shí)踐著這一新型的教學(xué)方法,并取得了較為豐厚的理論研究成果。作為一名漢語(yǔ)國(guó)際教育專業(yè)的學(xué)生,本人有意嘗試將這一教學(xué)模式應(yīng)用于對(duì)外漢語(yǔ)教學(xué)中,因此,本論文分別從理論和實(shí)踐兩方面出發(fā),探討任務(wù)型教學(xué)在對(duì)外漢語(yǔ)初級(jí)聽(tīng)力課的有效運(yùn)用。以安徽大學(xué)國(guó)際教育學(xué)院初級(jí)二班學(xué)生為實(shí)驗(yàn)對(duì)象,在2016-2017學(xué)年度第一學(xué)期采取任務(wù)型教學(xué)方法進(jìn)行聽(tīng)力課教學(xué),從任務(wù)型教案設(shè)計(jì)分析、學(xué)生調(diào)查問(wèn)卷及期末檢測(cè)成績(jī)對(duì)比等方面論證任務(wù)型教學(xué)應(yīng)用于對(duì)外漢語(yǔ)聽(tīng)力課的可行性。本論文共有六個(gè)部分構(gòu)成,第一章是緒論部分,強(qiáng)調(diào)研究的目的和意義、綜述任務(wù)型教學(xué)研究現(xiàn)狀,介紹本文的研究方法和思路。第二章從任務(wù)型教學(xué)法的定義、理論基礎(chǔ)、原則兩方面,分析任務(wù)型教學(xué)應(yīng)用于對(duì)外漢語(yǔ)初級(jí)聽(tīng)力課的可行性。第三章重點(diǎn)介紹課堂任務(wù)的設(shè)計(jì)與實(shí)施,即在任務(wù)前、任務(wù)中、任務(wù)后三個(gè)階段,如何設(shè)計(jì)任務(wù)活動(dòng)及有關(guān)注意事項(xiàng)。第四章先是關(guān)于本次教學(xué)設(shè)計(jì)的背景介紹,包括班級(jí)學(xué)生情況分析和教材編寫(xiě)使用情況等。然后重點(diǎn)通過(guò)兩篇教學(xué)設(shè)計(jì),具體展示任務(wù)型教學(xué)的應(yīng)用與實(shí)施過(guò)程。第五章是通過(guò)學(xué)期末的教學(xué)效果調(diào)查問(wèn)卷和學(xué)生期末檢測(cè)成績(jī)對(duì)比,進(jìn)一步證明漢語(yǔ)初級(jí)聽(tīng)力課堂任務(wù)型教學(xué)的有效性。第六章是結(jié)束語(yǔ)。針對(duì)影響任務(wù)型教學(xué)有效性的因素,筆者提出了可能是尚不成熟的意見(jiàn),以期改進(jìn)課堂教學(xué)。
[Abstract]:Task-based teaching (Task-based Teaching) is a kind of teaching thought with "task" as the core concept. (WWillisi 1996) first put forward the task-based teaching model theoretically, while Elliss2003) has done a lot of theoretical combing and summing up the previous experience. This paper puts forward a more objective and practical teaching mode of "pre-task, mid-task and post-task", which indicates that task-based teaching has entered a mature stage. Since the end of the last century, both in the field of foreign language teaching and in the field of teaching Chinese as a foreign language in China, As a student majoring in international Chinese education, I intend to try to apply this teaching model to teaching Chinese as a foreign language. Therefore, this paper discusses the effective application of task-based teaching in the Chinese as a foreign language listening course from both the theoretical and practical aspects. This paper takes the junior class 2 students of the School of International Education of Anhui University as the experimental objects. In the first semester of the 2016-2017 academic year, Task-based teaching method was adopted to carry out listening teaching, and the design and analysis of task-based teaching plan were carried out. The feasibility of applying task-based teaching to listening class in TCFL is demonstrated in the aspects of questionnaire and final examination results. This thesis consists of six parts. The first chapter is the introduction part, which emphasizes the purpose and significance of the research. This paper summarizes the present situation of task-based teaching research, and introduces the research methods and ideas of this thesis. The second chapter introduces the definition, theoretical basis and principle of task-based teaching method. Chapter three focuses on the design and implementation of classroom tasks, that is, the three stages before, during and after the task. How to design task activities and relevant points for attention. Chapter 4th first introduces the background of this teaching design, including the analysis of class students' situation and the use of textbooks, etc. Then it focuses on two instructional designs. The application and implementation of task-based teaching are demonstrated in detail. Chapter 5th compares the results of the final examination with the questionnaire of teaching effect at the end of the semester. This paper further proves the effectiveness of task-based teaching in Chinese primary listening class. Chapter 6th is the conclusion. In view of the factors affecting the effectiveness of task-based teaching, the author puts forward some suggestions which may not be mature in order to improve classroom teaching.
【學(xué)位授予單位】：安徽大學(xué)
【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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