【摘要】：隨著社會的不斷發(fā)展,各民族之間交流的日益頻繁,漢語逐漸成為民族共同語言。漢語口語交際能力的培養(yǎng)對少數(shù)民族綜合素質(zhì)的提升、思想情感的交流乃至未來的發(fā)展都有很重要的意義和作用。因此,對少數(shù)民族地區(qū)初中生漢語口語交際能力的培養(yǎng)很有必要。本文以少數(shù)民族地區(qū)初中漢語口語交際教學(xué)為切入點,旨在通過研究探討少數(shù)民族地區(qū)初中漢語口語交際教學(xué)的有效策略。本文在查閱、搜集和分析大量的文獻資料基礎(chǔ)上,結(jié)合少數(shù)民族地區(qū)初中漢語口語交際教學(xué)的實際情況,選擇了青海省海西州的四所初中學(xué)校,進行漢語口語交際相關(guān)知識的問卷調(diào)查,在調(diào)查的基礎(chǔ)上對部分家長、學(xué)生進行訪談,并將調(diào)查和訪談結(jié)果整理、分析。其中存在一系列問題:主要體現(xiàn)為教師不愿用普通話教、學(xué)生不愿用普通話學(xué)、缺少說普通話的氛圍、教材缺少少數(shù)民族特色。通過對少數(shù)民族地區(qū)初中漢語口語交際教學(xué)中存在的問題進行分析,將成因歸納如下:教師自身的漢語教學(xué)能力有限、學(xué)生的漢語口語交際能力偏低、復(fù)雜語言環(huán)境造成學(xué)生學(xué)習(xí)障礙、部分教材內(nèi)容遠離學(xué)生實際生活。這些在一定程度上影響著少數(shù)民族地區(qū)初中漢語口語交際教學(xué)的效果。因此,在探討少數(shù)民族地區(qū)初中漢語口語交際教學(xué)實施的對策中,結(jié)合少數(shù)民族地區(qū)初中教學(xué)的特點,本文著重從教師提高自身的整體素質(zhì)、積極探索,激發(fā)內(nèi)驅(qū)力、改善少數(shù)民族地區(qū)漢語口語交際環(huán)境、靈活運用,豐富教材資源四個層面進行論述。以期少數(shù)民族地區(qū)初中漢語口語交際教學(xué)落到實處。本文力求通過對現(xiàn)狀的調(diào)研和教學(xué)策略的探討,為少數(shù)民族地區(qū)初中漢語口語交際的教學(xué)起到一定的借鑒作用。
[Abstract]:With the development of society, the communication between different nationalities is becoming more and more frequent, and Chinese gradually becomes the common language of the nation. The cultivation of oral communication ability in Chinese plays an important role in the improvement of the comprehensive quality of ethnic minorities, the exchange of thoughts and emotions, and even the development of the future. Therefore, it is necessary to cultivate the oral communication ability of junior high school students in minority areas. This paper aims at exploring the effective strategies of oral communication teaching in junior middle schools in minority areas through the research on the teaching of oral Chinese communication in junior middle schools in minority areas. On the basis of consulting, collecting and analyzing a great deal of literature, this paper chooses four junior middle schools in Haixi, Qinghai Province, in combination with the actual situation of oral communication teaching in junior middle schools in minority areas. On the basis of the survey, some parents and students were interviewed, and the results of the survey and interview were analyzed. There are a series of problems: teachers do not want to teach in Putonghua, students do not want to learn Putonghua, lack of atmosphere of speaking Mandarin, lack of minority characteristics of teaching materials. By analyzing the problems existing in oral communication teaching in junior middle school in minority areas, the causes are summarized as follows: the teacher's own Chinese teaching ability is limited, and the students' oral Chinese communicative competence is on the low side. The complicated language environment causes the student to study the obstacle, part of the teaching material content is far away from the student's actual life. To some extent, these influence the effect of oral communication teaching in junior middle school in minority areas. Therefore, in probing into the countermeasures of the implementation of oral communication teaching in junior middle schools in minority areas, combining the characteristics of junior high school teaching in minority areas, this paper focuses on improving the teachers' overall quality, actively exploring and stimulating the internal drive. Improve the spoken Chinese communication environment in minority areas, flexible use, enrich the teaching material resources four levels to discuss. With a view to minority areas junior high school oral communication teaching in practice. This paper tries to provide some reference for the teaching of spoken Chinese communication in minority areas through the investigation of the present situation and the discussion of teaching strategies.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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