【摘要】：自美國(guó)1995年首次利用網(wǎng)絡(luò)多媒體開展遠(yuǎn)程教育以來,遠(yuǎn)程教學(xué)這一新型教學(xué)模式進(jìn)入了公眾的視野。遠(yuǎn)程教學(xué)以其超越空間、時(shí)間,課堂的自由性、獨(dú)特性等優(yōu)勢(shì)獲得了廣泛的認(rèn)可。教學(xué)資源的擴(kuò)大利用,通訊技術(shù)的應(yīng)用革新,使用人群的廣泛性使遠(yuǎn)程教學(xué)擁有了高效率、高成長(zhǎng)性、高使用率等諸多優(yōu)越特性。而異于傳統(tǒng)教學(xué)模式的低互動(dòng),低即時(shí)反饋,高技術(shù)、環(huán)境依賴也凸顯出現(xiàn)階段遠(yuǎn)程教學(xué)的局限性。遠(yuǎn)程教學(xué)與對(duì)外漢語教學(xué)的交融是一次必然的嘗試,一組注定相稱的搭配。二者展現(xiàn)了超高的相適性,未來的發(fā)展極具潛力。本文旨在研究遠(yuǎn)程教學(xué)這一獨(dú)特教學(xué)模式在對(duì)外漢語教學(xué)領(lǐng)域的實(shí)際應(yīng)用,主要包含五個(gè)方面:第一,闡述研究背景,研究意義。以國(guó)內(nèi)外遠(yuǎn)程教學(xué)研究者的研究現(xiàn)狀為基礎(chǔ),擴(kuò)充、發(fā)展理論知識(shí)并探索、分析研究思路和研究方法,讓讀者對(duì)于遠(yuǎn)程教學(xué)這一模式有更多的認(rèn)知,形成基本的知識(shí)框架。第二,結(jié)合遠(yuǎn)程教學(xué)與對(duì)外漢語教學(xué),探討對(duì)外漢語中遠(yuǎn)程教學(xué)的特性與模式革新。主要聚焦于對(duì)外漢語中遠(yuǎn)程教學(xué)的兩大特性,適應(yīng)性與排斥性;遠(yuǎn)程教學(xué)的應(yīng)用條件以及應(yīng)用方法;模式的革新之處以及未來的發(fā)展。第三,多維對(duì)比遠(yuǎn)程教學(xué)與傳統(tǒng)教學(xué),分析二者在對(duì)外漢語領(lǐng)域中的優(yōu)勢(shì)、劣勢(shì)、變化等等。從傳統(tǒng)課堂教學(xué)的優(yōu)勢(shì)劣勢(shì)入手,通過對(duì)比分析法剖析遠(yuǎn)程教學(xué)的優(yōu)勢(shì)劣勢(shì),以及遠(yuǎn)程教學(xué)中教師與學(xué)生定位的變化,最終目的是尋求兩個(gè)模式的平衡點(diǎn),服務(wù)于對(duì)外漢語教學(xué)事業(yè)。第四,分析遠(yuǎn)程教學(xué)在對(duì)外漢語領(lǐng)域應(yīng)用的實(shí)際案例。首先交代課堂背景,然后從課前準(zhǔn)備(包括擬定教學(xué)計(jì)劃、編排教學(xué)流程、安排課后作業(yè))到課堂流程,最后再到課后反饋,完整地還原美國(guó)堪薩斯大學(xué)孔子學(xué)院的一堂IDL課程。第五,根據(jù)學(xué)生情況,試做調(diào)查問卷,了解美國(guó)學(xué)生對(duì)于遠(yuǎn)程中文課的認(rèn)可程度。同時(shí)與傳統(tǒng)面授中文課的調(diào)查做對(duì)比,分析實(shí)際調(diào)查結(jié)果,以及由調(diào)查結(jié)果引發(fā)的聯(lián)想與推測(cè)。
[Abstract]:Since 1995, when the United States first used network multimedia to develop distance education, the new teaching mode of distance education has entered the public's field of vision. Distance learning has been widely recognized for its advantages of transcending space, time, classroom freedom and uniqueness. The expanded utilization of teaching resources, the innovation of the application of communication technology and the extensiveness of the use of people make distance education have many superior characteristics, such as high efficiency, high growth, high utilization rate and so on. Different from the traditional teaching mode of low interaction, low instant feedback, high technology, environmental dependence also highlights the limitations of the emerging stage of distance learning. The blending of distance teaching and Chinese as a foreign language teaching is an inevitable attempt. Both show high compatibility, the future development has great potential. The purpose of this paper is to study the practical application of distance teaching in the field of teaching Chinese as a foreign language. It mainly includes five aspects: first, the research background and significance. Based on the present research situation of distance education researchers at home and abroad, this paper expands, develops and explores theoretical knowledge, analyzes research ideas and research methods, and makes readers have more cognition about distance teaching model and form a basic knowledge framework. Secondly, combining distance teaching with Chinese as a foreign language, this paper probes into the characteristics and mode innovation of distance teaching in Chinese as a foreign language. It mainly focuses on the two characteristics of distance teaching in TCFL, adaptability and rejection; the application conditions and methods of distance teaching; the innovation of the model and its future development. Thirdly, compare distance teaching with traditional teaching, and analyze their advantages, disadvantages and changes in the field of Chinese as a foreign language. Starting from the advantages and disadvantages of traditional classroom teaching, this paper analyzes the advantages and disadvantages of distance teaching by means of comparative analysis, and the change of the orientation of teachers and students in distance teaching. The ultimate aim is to seek the balance point between the two models. To serve the cause of teaching Chinese as a foreign language. Fourth, analyze the practical cases of distance teaching in the field of Chinese as a foreign language. First explain the classroom background, then from the preparation (including drawing up the teaching plan, arranging the teaching process, arranging the homework after class) to the classroom process, and finally to the feedback after class, Complete restoration of a IDL course at the Confucius Institute at the University of Kansas, USA. Fifth, according to the students, try to make a questionnaire to understand American students' acceptance of distance Chinese classes. At the same time, it makes a comparison with the traditional face-to-face Chinese course, and analyzes the actual investigation results, as well as the association and speculation caused by the survey results.
【學(xué)位授予單位】：華中師范大學(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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