泰國初高中生初級漢語課堂游戲設(shè)計(jì)
發(fā)布時(shí)間：2018-09-11 07:31
【摘要】：對外漢語教學(xué)按語言要素常常分成漢字、語音、詞匯和語法四個(gè)部分,隨著我們對對外漢語教學(xué)的深入研究,也在總結(jié)以往的教學(xué)法的基礎(chǔ)上,作出了相應(yīng)的調(diào)整或者制定了新的教學(xué)方法,但游戲教學(xué)法是可以運(yùn)用到各個(gè)語言要素的教學(xué)中的,因此尤其具有研究價(jià)值。此外,不同國家的學(xué)生學(xué)習(xí)特點(diǎn)不同。以泰國學(xué)生為例,由于教育體制和管理方式等因素得影響,學(xué)生上課時(shí)顯得格外活躍,適合游戲的開展。但是游戲的制定需要考慮到可行性、可控性等多方面因素,同時(shí)要確保游戲確實(shí)是有一定效果的。因此在綜合以往研究的基礎(chǔ)上,本次論文通過五個(gè)方面展開論述。第一部分為緒論,包括研究的目的、意義、創(chuàng)新點(diǎn)、理論基礎(chǔ)和研究方法等方面；第二部分對游戲設(shè)計(jì)的要求進(jìn)行討論,同時(shí)進(jìn)行信息采集,包括問卷和學(xué)生兩次期中和期末考試成績的收集整理；第三部分針對各個(gè)語言要素進(jìn)行具體的案例列舉和分析；第四部分基于以上討論,總結(jié)課堂游戲的利弊,實(shí)行時(shí)的注意事項(xiàng)及效果分析；第五部分總結(jié)全文,匯總研究成果。得出結(jié)論,游戲得設(shè)計(jì)應(yīng)考慮對同一漢語水平、不同年級得學(xué)生的適應(yīng)性；使游戲結(jié)果的獲得成為一個(gè)長時(shí)間積累的過程,可以增加參與游戲的學(xué)生數(shù)量；學(xué)生更喜歡分組得游戲形式,認(rèn)為各語言要素中最難的是詞匯。本次論文所得出的數(shù)據(jù)均由SPSS分析調(diào)查問卷得出,經(jīng)計(jì)算問卷的信度、效度均符合標(biāo)準(zhǔn)。以往關(guān)于課堂游戲的論文中更多的是游戲設(shè)計(jì)的理論層面,或者是教學(xué)教案的具體實(shí)踐,并且游戲的設(shè)計(jì)并沒有針對學(xué)生的漢語水平或具體的語言點(diǎn)展開,或者往往都是用一些由來已久的游戲沒有自己的創(chuàng)新,也沒有考慮到學(xué)生的理解情況。本論文通過自身實(shí)踐,經(jīng)過兩個(gè)學(xué)期的觀察,將采用游戲時(shí)的學(xué)生考試成績與作業(yè)提交情況和未采用游戲時(shí)的情況進(jìn)行對比,并且分析問卷得出結(jié)論,總結(jié)出何種游戲可行并有效,同時(shí)考察了學(xué)生平時(shí)學(xué)習(xí)漢語的方式和學(xué)生的學(xué)習(xí)難點(diǎn),作為設(shè)計(jì)游戲的輔助因素。
[Abstract]:The teaching of Chinese as a foreign language is often divided into four parts according to language elements: Chinese characters, pronunciation, vocabulary and grammar. With our in-depth research on teaching Chinese as a foreign language, and on the basis of summarizing the previous teaching methods, The corresponding adjustment or new teaching method has been made, but the game teaching method can be applied to the teaching of various language elements, so it is especially valuable to study. In addition, students in different countries have different learning characteristics. Taking Thai students as an example, due to the influence of educational system and management style, students are especially active in class and suitable for the development of games. But the development of the game needs to take into account the feasibility, controllability and other factors, and ensure that the game is really effective. Therefore, on the basis of synthesizing the previous research, this paper discusses through five aspects. The first part is the introduction, including the purpose, significance, innovation, theoretical basis and research methods, etc. The second part discusses the requirements of the game design, and carries on the information collection at the same time. Including the questionnaire and the students two midterm and final exam scores collection; the third part of the specific language elements for the enumeration and analysis; the fourth part based on the above discussion, summed up the advantages and disadvantages of classroom games, The fifth part summarizes the full text and summarizes the research results. It is concluded that the design of the game should consider the adaptability of the students of the same Chinese level and different grades, so that the acquisition of the game results becomes a long-term accumulation process, which can increase the number of students participating in the game. Students prefer to group the game form, thinking that the most difficult of all language elements is vocabulary. The data obtained in this paper are obtained from the SPSS analysis questionnaire. The reliability and validity of the questionnaire are all in accordance with the standard. In the past papers on classroom games are more theoretical level of game design, or the specific practice of teaching plan, and the game design is not aimed at the students' Chinese level or specific language points. Or they often use some old games without their own innovation, and do not take into account the understanding of the students. This paper through its own practice, after two semesters' observation, will adopt the game time student's examination result and the homework to submit the situation and does not use the game the situation to carry on the comparison, and analyzes the questionnaire to draw the conclusion. This paper summarizes which games are feasible and effective, and investigates the students' learning methods and difficulties in learning Chinese, which are the auxiliary factors in designing the games.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.3
，
本文編號：2236027
[Abstract]:The teaching of Chinese as a foreign language is often divided into four parts according to language elements: Chinese characters, pronunciation, vocabulary and grammar. With our in-depth research on teaching Chinese as a foreign language, and on the basis of summarizing the previous teaching methods, The corresponding adjustment or new teaching method has been made, but the game teaching method can be applied to the teaching of various language elements, so it is especially valuable to study. In addition, students in different countries have different learning characteristics. Taking Thai students as an example, due to the influence of educational system and management style, students are especially active in class and suitable for the development of games. But the development of the game needs to take into account the feasibility, controllability and other factors, and ensure that the game is really effective. Therefore, on the basis of synthesizing the previous research, this paper discusses through five aspects. The first part is the introduction, including the purpose, significance, innovation, theoretical basis and research methods, etc. The second part discusses the requirements of the game design, and carries on the information collection at the same time. Including the questionnaire and the students two midterm and final exam scores collection; the third part of the specific language elements for the enumeration and analysis; the fourth part based on the above discussion, summed up the advantages and disadvantages of classroom games, The fifth part summarizes the full text and summarizes the research results. It is concluded that the design of the game should consider the adaptability of the students of the same Chinese level and different grades, so that the acquisition of the game results becomes a long-term accumulation process, which can increase the number of students participating in the game. Students prefer to group the game form, thinking that the most difficult of all language elements is vocabulary. The data obtained in this paper are obtained from the SPSS analysis questionnaire. The reliability and validity of the questionnaire are all in accordance with the standard. In the past papers on classroom games are more theoretical level of game design, or the specific practice of teaching plan, and the game design is not aimed at the students' Chinese level or specific language points. Or they often use some old games without their own innovation, and do not take into account the understanding of the students. This paper through its own practice, after two semesters' observation, will adopt the game time student's examination result and the homework to submit the situation and does not use the game the situation to carry on the comparison, and analyzes the questionnaire to draw the conclusion. This paper summarizes which games are feasible and effective, and investigates the students' learning methods and difficulties in learning Chinese, which are the auxiliary factors in designing the games.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.3
，
本文編號：2236027
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