【摘要】：筆者通過(guò)問(wèn)卷調(diào)查、訪談和案例分析,對(duì)“對(duì)泰漢語(yǔ)有效課堂教學(xué)行為”進(jìn)行了調(diào)查研究,調(diào)查對(duì)象為赴泰漢語(yǔ)教師志愿者和泰國(guó)中學(xué)生。寫(xiě)作此文的目的在于了解師生雙方對(duì)漢語(yǔ)課堂教學(xué)行為的評(píng)價(jià)怎么樣,師生之間的看法有沒(méi)有出現(xiàn)顯著性的差別,具體表現(xiàn)在哪幾個(gè)方面?然后,根據(jù)教學(xué)實(shí)踐和教學(xué)理論提出嘗試性的建議和解決辦法,希望為今后的赴泰漢語(yǔ)教師志愿者提供教學(xué)參考,從而提高漢語(yǔ)課堂教學(xué)的效率和質(zhì)量。本文參考了王艷(2004)和曹賢文、王智(2010)的問(wèn)卷內(nèi)容,根據(jù)研究對(duì)象的實(shí)際情況對(duì)問(wèn)卷進(jìn)行了適當(dāng)?shù)恼{(diào)整和修改。筆者采用SPSS軟件對(duì)師生兩組數(shù)據(jù)進(jìn)行了統(tǒng)計(jì)分析,通過(guò)計(jì)算平均值和獨(dú)立樣本T檢驗(yàn),發(fā)現(xiàn)教師組和學(xué)生組在20項(xiàng)課堂教學(xué)行為的評(píng)價(jià)上表現(xiàn)出一定的一致性,但是在涉及錯(cuò)誤糾正、提問(wèn)方式、學(xué)習(xí)評(píng)估、教學(xué)語(yǔ)言和教學(xué)方法等方面的教學(xué)行為上存在著顯著性差異。比對(duì)“對(duì)泰漢語(yǔ)有效課堂教學(xué)行為”顯著性差異的檢測(cè)結(jié)果,筆者對(duì)參與問(wèn)卷調(diào)查的漢語(yǔ)教師志愿者進(jìn)行了訪談,從中選取出具有代表性的教學(xué)案例加以分析研究。本文所列舉的案例均來(lái)自于真實(shí)的泰國(guó)漢語(yǔ)課堂,集中反映了師生雙方在教學(xué)語(yǔ)言、教學(xué)方式和錯(cuò)誤糾正這三類(lèi)課堂教學(xué)行為上的差異。筆者對(duì)案例中存在的問(wèn)題進(jìn)行了深入分析,并提出了解決策略,對(duì)課堂教學(xué)實(shí)踐有一定的指導(dǎo)意義和參考價(jià)值。
[Abstract]:Through questionnaire investigation, interview and case analysis, the author investigates and studies the effective classroom teaching behavior of Thai Chinese. The object of the investigation is volunteers of Chinese teachers in Thailand and middle school students in Thailand. The purpose of writing this article is to understand how both teachers and students evaluate the Chinese classroom teaching behavior, whether there is a significant difference between teachers and students, in which aspects? Then, according to the teaching practice and teaching theory, this paper puts forward some tentative suggestions and solutions, hoping to provide teaching reference for Chinese teacher volunteers in Thailand in the future, so as to improve the efficiency and quality of Chinese classroom teaching. This paper refers to the contents of Wang Yan (2004), Cao Xianwen and Wang Zhi (2010), and adapts and modifies the questionnaire according to the actual situation of the subjects studied. The author used SPSS software to analyze the data of two groups of teachers and students. By calculating the average value and independent sample T test, the author found that the teacher group and the student group showed a certain consistency in the evaluation of 20 classroom teaching behaviors. However, there are significant differences in teaching behavior involving error correction, way of questioning, learning evaluation, teaching language and teaching method. Compared with the test results of the significant difference in the effective classroom teaching behavior of Thai Chinese, the author interviewed the Chinese teacher volunteers who participated in the questionnaire survey, and selected representative teaching cases to analyze and study. All the cases cited in this paper come from the real Thai Chinese classroom, which reflects the differences between teachers and students in language of instruction, teaching method and error correction in these three kinds of classroom teaching behavior. The author makes a thorough analysis of the problems existing in the case, and puts forward the solution strategy, which has certain guiding significance and reference value to the classroom teaching practice.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

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