【摘要】：首先,本文采用課堂觀察法和課后教師訪談法,發(fā)現(xiàn)新手、熟手國際漢語教師在教學(xué)策略上的不同;然后,采用問卷調(diào)查的方法檢驗新手、熟手教師教學(xué)策略的共性與不同;最后,針對新手、熟手教師分別給出針對性教學(xué)建議。本文共分為四章:第一章緒論:主要分為研究緣起、選題意義和文獻(xiàn)綜述三個部分。其中文獻(xiàn)綜述部分從對外漢語閱讀教學(xué)研究現(xiàn)狀、中級漢語閱讀教學(xué)策略研究現(xiàn)狀和新手、熟手國際漢語教師研究現(xiàn)狀三個方面分別進(jìn)行分析,從而理清研究現(xiàn)狀,確定研究理念。第二章研究設(shè)計:主要分為研究對象、資料收集和處理、研究框架三個部分。其中研究框架:第一,通過有目的課堂觀察,發(fā)現(xiàn)問題與教師進(jìn)行訪談,并以此作為學(xué)生問卷設(shè)計的前期材料搜集;第二,在學(xué)期末發(fā)問卷調(diào)查;最后,通過問卷數(shù)據(jù)分析得出結(jié)論,并給出針對性建議。第三章結(jié)果與分析:主要從教學(xué)策略的教學(xué)過程、教學(xué)方法、教學(xué)組織形式及教學(xué)媒體四個方面對研究初期收集的關(guān)于新手、熟手教師中級漢語閱讀課教學(xué)策略的材料進(jìn)行分析。第四章研究結(jié)論:新手教師應(yīng)大膽創(chuàng)新,敢于打破傳統(tǒng)教學(xué)模式;增強閱讀材料的針對性和豐富性;合理安排學(xué)生討論的時間,完善教學(xué)環(huán)節(jié);給與學(xué)生積極反饋,幫助學(xué)生樹立閱讀自信心;善于向熟手教師學(xué)習(xí),及時自我反思。熟手教師要及時更新教學(xué)觀念,多元教學(xué)組織形式,豐富課堂教學(xué)環(huán)節(jié);強化課程性質(zhì)意識,突出課型的特色;注重閱讀與表達(dá)的互動性與互補性;以學(xué)生為主體,重視組建師生間合作教學(xué);繼續(xù)發(fā)揮在教學(xué)過程中的優(yōu)勢,加強課堂上閱讀技能的訓(xùn)練。
[Abstract]:Firstly, this paper uses classroom observation method and after-class teacher interview method to find out the differences in teaching strategies between novice and proficient international Chinese teachers, and then uses questionnaire to test the commonness and difference of teaching strategies between novice and proficient teacher. Finally, aimed at the novice, the familiar teacher gives the pertinence teaching suggestion separately. This paper is divided into four chapters: the first chapter: introduction: mainly divided into three parts: the origin of the study, the significance of the topic and literature review. The literature review part analyzes the current situation of the research on reading teaching as a foreign language, the present situation of the research on the strategy of the intermediate Chinese reading teaching and the present situation of the novice, and the current situation of the research on the international Chinese teachers of familiarity respectively, so as to clarify the present situation of the research. Determine the research idea. The second chapter is divided into three parts: research object, data collection and processing, and research framework. Among them, the research framework: first, through the purposeful classroom observation, found the problem with the teacher for interviews, and as a student questionnaire design of the preliminary materials collection; second, at the end of the semester to send a questionnaire survey; Finally, through the questionnaire data analysis to draw a conclusion, and give targeted recommendations. Chapter III results and analysis: mainly from the teaching strategy teaching process, teaching methods, teaching organization form and teaching media to the early days of the research on the collection of novice, The teaching strategies of middle-level Chinese reading for proficient teachers are analyzed. The fourth chapter concludes: novice teachers should be bold and innovative, dare to break the traditional teaching mode, strengthen the pertinence and richness of reading materials, arrange the discussion time of students reasonably, and perfect the teaching links. Give students positive feedback, help students build up reading self-confidence, good at learning from familiar teachers, timely self-reflection. Proficient teachers should update their teaching concepts in time, organize various teaching forms, enrich classroom teaching links, strengthen the awareness of the nature of the curriculum, highlight the characteristics of the class, pay attention to the interaction and complementarity of reading and expression, and improve the quality of teaching. Take the students as the main body, attach importance to the establishment of cooperative teaching between teachers and students, continue to give play to the advantages in the teaching process, and strengthen the training of reading skills in the classroom.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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