本文選題：對外漢語 + 詞匯教學��； 參考：《南京師范大學》2017年碩士論文

【摘要】：本文根據(jù)建立在圖像基礎上的可視化表征手段如圖示、概念圖和思維導圖等輔助教學手段這一思路,從對外漢語詞匯教學和當前可視化的應用現(xiàn)狀出發(fā),結合相關的理論分析、教學設計和教學實踐,探究把可視化表征手段糅合應用于對外漢語詞匯教學中去的這條思路,以期達到結合視覺優(yōu)化教學和思考對外漢語詞匯教學的新方向和效果的目的。在本文中通過文獻研究法、歸納分析法、問卷調查法、測試法和實驗研究法這一系列研究方法將理論和實踐充分結合做出合理假設,通過實施具體的實驗來驗證最初的假設。整個實驗在留學生初級班進行,過程為一個學期,使用《漢語初級強化教程·聽說課本I》和《漢語初級強化教程·聽說課本II》這兩本教材,安排好實驗組和對照組后設計出不同的教學方案。根據(jù)兩個組實驗前后的測試和問卷調查的數(shù)據(jù)科學分析的佐證,我們可以得出結論:可視化表征手段在對外漢語詞匯教學中可以提高學習者成績,打破傳統(tǒng)詞匯教學課堂的局限性,改善整體教學效果。首先,這一新興的視覺化領域可以另外調動學習者的視覺空間智力,符合外國漢語學習者的學習思維方式和認知特點;其次,可視化表征手段應用于對外漢語詞匯教學中是在前人基礎上的又一次積極嘗試和實踐,并且具有一定的可行性和有效性,讓學科教學可以借助該手段去梳理內化對外漢語詞匯的知識結構體系;再次,將關注點集中到可視化表征手段上可以推動更多的教育學者關注與實踐這一理論,為對外漢語教師的課堂實踐作出參考,打開對外漢語詞匯教學新思路。最后,本文研究的局限性也提供了完善的空間,在后續(xù)實踐過程中不斷地驗證和完善這一手段的應用,使其在實現(xiàn)優(yōu)化教學和促進學習者有效的學習的路上越走越開闊。
[Abstract]:According to the idea of visual representation based on image, such as diagram, concept map and mind map, this paper starts from the present situation of vocabulary teaching and visualization of Chinese as a foreign language, and analyzes the relevant theories. Teaching design and teaching practice, this paper probes into the idea of applying visual representation to the teaching of Chinese vocabulary as a foreign language, in order to achieve the purpose of combining visual optimization teaching and thinking about the new direction and effect of teaching Chinese as a foreign language vocabulary teaching. In this paper, through the literature research method, inductive analysis method, questionnaire method, test method and experimental research method this series of research methods will fully combine theory and practice to make reasonable assumptions, through the implementation of specific experiments to verify the original hypothesis. The whole experiment was carried out in the junior class of foreign students, and the course was one semester. We used the two textbooks, listening and listening textbook I, and listening textbook II, two textbooks, "Chinese Primary intensive course" and "Chinese Primary intensive course". After arranging the experimental group and the control group, different teaching schemes were designed. Based on the scientific analysis of the data of the two groups before and after the experiment and the questionnaire, we can draw the conclusion that visual representation can improve the learners' achievement in the teaching of Chinese vocabulary as a foreign language. Break the limitation of traditional vocabulary teaching class, improve the overall teaching effect. First, this new visual field can mobilize the learners' visual spatial intelligence, which conforms to the learning mode and cognitive characteristics of foreign Chinese learners. The application of visual representation in vocabulary teaching of TCFL is another active attempt and practice on the basis of predecessors, and it is feasible and effective. Subject teaching can use this method to sort out the knowledge structure system of internalizing Chinese as a foreign language vocabulary. Thirdly, focusing attention on visual representation means can promote more educational scholars to pay attention to and practice this theory. To make reference for the classroom practice of TCFL teachers and open up new ideas of TCFL vocabulary teaching. Finally, the limitations of this study also provide a perfect space for continuous verification and improvement of the application of this means in the course of follow-up practice, which makes it more and more open in the road of optimizing teaching and promoting learners' effective learning.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1878494