本文選題：克拉申假說 + 輸入��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：筆者在初級(jí)漢語(yǔ)口語(yǔ)教學(xué)中發(fā)現(xiàn)了很多問題,如學(xué)生因沒有準(zhǔn)確理解語(yǔ)法意義導(dǎo)致無法準(zhǔn)確流暢地表達(dá)、發(fā)音錯(cuò)誤“化石化”、缺乏學(xué)習(xí)動(dòng)機(jī)和自信心、焦慮感強(qiáng)等等。為解決這些問題,筆者嘗試將克拉申“輸入假說”和“情感過濾假說”應(yīng)用于實(shí)際的教學(xué)中,取得了良好的教學(xué)效果。因此,本文擬結(jié)合實(shí)際的教學(xué)案例,探究如何將克拉申“輸入假說”和“情感過濾假說”應(yīng)用于初級(jí)漢語(yǔ)口語(yǔ)的各個(gè)教學(xué)環(huán)節(jié)中,以期進(jìn)一步提高口語(yǔ)教學(xué)質(zhì)量。首先,筆者對(duì)“輸入假說”的應(yīng)用進(jìn)行了三個(gè)方面的探究。第一是“輸入假說”在語(yǔ)法講解環(huán)節(jié)的應(yīng)用探究。為解決學(xué)生對(duì)語(yǔ)法理解不透徹、表達(dá)不流暢的問題,筆者結(jié)合教學(xué)案例,探究了如何將“輸入假說”的理念應(yīng)用于語(yǔ)法講解中。探究結(jié)果表明,在口語(yǔ)課堂上,為學(xué)生提供大量可理解輸入可以幫助學(xué)生更好地習(xí)得語(yǔ)言、更加流暢地進(jìn)行表達(dá)。第二是該假說在發(fā)音練習(xí)設(shè)計(jì)方面的探究。筆者針對(duì)留學(xué)生存在的語(yǔ)音錯(cuò)誤“化石化”的現(xiàn)象,探究了“輸入假說”對(duì)解決這一問題的價(jià)值。探究的結(jié)果是,“辨音辨調(diào)”、“互相糾音”、“觀看視頻”等輸入方式,可以讓學(xué)生發(fā)現(xiàn)自己的發(fā)音問題,并模仿正確的發(fā)音,達(dá)到糾音的目的。第三是該假說在課堂指令設(shè)計(jì)方面的探究。為了使學(xué)生在課堂上獲得更多的“i+1”的可理解輸入,從而習(xí)得語(yǔ)言知識(shí),筆者探究了如何將課堂指令和教材教學(xué)內(nèi)容相結(jié)合,通過自然地交際進(jìn)行語(yǔ)言教學(xué)。隨后,為了解決學(xué)生缺乏學(xué)習(xí)動(dòng)機(jī)、自信心不足、焦慮感強(qiáng)等問題,筆者探究了“情感過濾假說”在備課、教學(xué)環(huán)節(jié)以及課后語(yǔ)言實(shí)踐環(huán)節(jié)的應(yīng)用。一,在備課環(huán)節(jié)的應(yīng)用。為提高學(xué)習(xí)動(dòng)機(jī),筆者探究了年齡構(gòu)成對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)的影響。得出的結(jié)論是:在備課時(shí),應(yīng)分析學(xué)生的年齡構(gòu)成情況,設(shè)計(jì)不同的教學(xué)活動(dòng),才能達(dá)到提高學(xué)生的學(xué)習(xí)動(dòng)機(jī)的目的。為提高學(xué)生自信心,筆者試分析了不同國(guó)家學(xué)生的特點(diǎn)。根據(jù)這些特點(diǎn),筆者提出了教學(xué)建議,以期在口語(yǔ)課堂上發(fā)揮學(xué)生的自身優(yōu)勢(shì),培養(yǎng)他們的學(xué)習(xí)自信。此外,為了降低學(xué)生的焦慮感,筆者探究了如何通過備教室來達(dá)到這一目的。二,在課堂教學(xué)環(huán)節(jié)的應(yīng)用。首先是課堂導(dǎo)入環(huán)節(jié)。為了進(jìn)一步解決學(xué)生缺乏學(xué)習(xí)動(dòng)機(jī)的問題,筆者結(jié)合教學(xué)實(shí)例,探究了如何優(yōu)化課堂導(dǎo)入的設(shè)計(jì),激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)和自信心。其次是語(yǔ)法教學(xué)環(huán)節(jié)。為了讓學(xué)生在低情感過濾的情況下習(xí)得語(yǔ)言,筆者結(jié)合了“任務(wù)型教學(xué)法”,探究了適合初級(jí)口語(yǔ)教學(xué)階段的語(yǔ)法教學(xué)方式。最后是語(yǔ)言操練環(huán)節(jié)。為幫助降低學(xué)生的焦慮感,提高學(xué)習(xí)動(dòng)機(jī),筆者結(jié)合教學(xué)實(shí)例、對(duì)學(xué)生進(jìn)行問卷調(diào)查,探究了如何優(yōu)化口語(yǔ)操練的活動(dòng)設(shè)計(jì),并提出了設(shè)計(jì)建議。三,在課后的語(yǔ)言實(shí)踐環(huán)節(jié)的應(yīng)用。針對(duì)學(xué)生在日常交際中焦慮感強(qiáng)的問題,筆者結(jié)合教學(xué)實(shí)例,探究了教師如何幫助學(xué)生進(jìn)行課后語(yǔ)言實(shí)踐,達(dá)到降低焦慮感的目的。
[Abstract]:The author has found many problems in the teaching of primary Chinese spoken language, such as students' lack of accurate understanding of grammatical meaning, which leads to inaccurate and fluent expression, pronunciation errors "fossilization", lack of learning motivation and self-confidence, and strong sense of anxiety. It has achieved good teaching effect in practical teaching. Therefore, this paper intends to use the actual teaching cases to explore how to apply the "Input Hypothesis" and "Affective Filter Hypothesis" to the various teaching links of primary Chinese speaking, in order to further improve the quality of oral teaching. The application of "said" is explored in three aspects. The first is the application of the "Input Hypothesis" in the grammar explanation link. In order to solve the problem that the students are not thorough in the grammar understanding and the expression is not fluent, the author combines the teaching case to explore how to apply the idea of "Input Hypothesis" to the explanation of grammar. In class, providing a large amount of comprehensible input for students can help students to acquire the language better. Second is the exploration of the hypothesis in the design of pronunciation exercises. The author explores the value of "Input Hypothesis" to solve the problem in the pronunciation error "fossilization" of the students of foreign students. The result is that the input methods such as "tone discrimination", "mutual rectifying", "watching video" and so on, can let students find their own pronunciation problems and imitate the correct pronunciation to achieve the purpose of sound correction. The third is to explore the design of the hypothesis in the classroom instruction. In order to make students get more "i+1" in class to understand the loss. In order to acquire language knowledge, the author explores how to combine classroom instruction with teaching material and language teaching by natural communication. Then, in order to solve the students' lack of learning motivation, lack of self-confidence, and strong sense of anxiety, the author explores the "feeling filtering hypothesis" in preparing lessons, teaching links and after class language. The application of practice link. 1. In order to improve the learning motivation, the author explores the influence of age composition on the students' learning motivation. The conclusion is that in the preparation of class, we should analyze the age composition of the students and design different teaching activities to achieve the purpose of raising students' motivation of learning and to improve their self-confidence. The author tries to analyze the characteristics of students in different countries. According to these characteristics, the author puts forward the teaching suggestions in order to give full play to the students' own advantages and cultivate their confidence in learning in the oral classroom. In addition, in order to reduce the anxiety of the students, the author explores how to achieve this goal through the preparation of the classroom. Two, in the classroom teaching link. In order to further solve the problem of students' lack of learning motivation, the author combines the teaching examples to explore how to optimize the design of classroom introduction, stimulate students' learning motivation and self-confidence. Secondly, the grammar teaching link. In order to let students learn language under the condition of low emotional filtering, the author combines In order to help reduce the anxiety of the students and improve the motivation of learning, the author makes a questionnaire survey on the students and explores how to optimize the design of the activities of oral practice, and puts forward some suggestions on the design of the design. Three, in the application of language practice after class. In view of the problem of students' strong sense of anxiety in daily communication, the author probes into how teachers help students to carry out after class language practice in order to reduce anxiety.

【學(xué)位授予單位】：重慶師范大學(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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相關(guān)期刊論文 前10條

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本文編號(hào)：1801044