本文選題：詞匯教學(xué)　切入點(diǎn)：課堂教學(xué)　出處：《華中師范大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：詞匯是語言的重點(diǎn),而詞匯教學(xué)一直是語言教學(xué)的難點(diǎn)。對(duì)外漢語教學(xué)中,詞匯教學(xué)也一直處在比較難以處理的境地。詞匯系統(tǒng)本身的特點(diǎn)和語言教學(xué)的方式?jīng)Q定了課堂上的詞匯教學(xué)具有一定的難度,不容易達(dá)到理想的教學(xué)效果。本文主要研究對(duì)外漢語詞匯的課堂教學(xué),從認(rèn)知心理的角度考察對(duì)外漢語詞匯課堂教學(xué)的歷史和現(xiàn)狀,在此基礎(chǔ)上提出相應(yīng)的設(shè)想并進(jìn)行教學(xué)實(shí)驗(yàn),以找到能夠落實(shí)于具體的課堂、改進(jìn)詞匯教學(xué)效果的原則和方法。 全文分為八個(gè)部分。 第一章緒論部分主要闡述了選題緣由,并對(duì)已有的對(duì)外漢語詞匯教學(xué)的成果進(jìn)行了梳理和總結(jié),選取了有代表性的文章進(jìn)行介紹,在此基礎(chǔ)上提出本文的研究目標(biāo)和方法。 第二章從認(rèn)知心理學(xué)的角度出發(fā),考察語言學(xué)習(xí)過程中的心理因素和過程,從心理詞典的角度探討了外語詞匯的學(xué)習(xí)、積累和提取方式,總結(jié)前人對(duì)詞匯學(xué)習(xí)的觀點(diǎn),并與現(xiàn)階段的語言教學(xué)實(shí)際結(jié)合。 第三章的主要內(nèi)容是回顧歷史上曾經(jīng)出現(xiàn)過的有代表性的教學(xué)法,通過對(duì)這些具體的教學(xué)方法的考察,總結(jié)出詞匯教學(xué)在外語教學(xué)中的發(fā)展歷程,對(duì)外漢語教學(xué)也是外語教學(xué)的一種,我們也梳理了對(duì)外漢語教學(xué)的發(fā)展史,發(fā)現(xiàn)對(duì)外漢語詞匯教學(xué)一直處在受忽視的地位。 第四章考察了當(dāng)前對(duì)外漢語詞匯教學(xué)的依據(jù),包括漢語教學(xué)課堂的類型、課程設(shè)置、教學(xué)大綱、教材編寫等方面,課堂類型決定了教學(xué)的對(duì)象和場(chǎng)所,課程設(shè)置和教學(xué)大綱規(guī)定了所要教授的內(nèi)容,教材則是課堂教學(xué)不可缺少的組成部分,規(guī)定了每節(jié)課的目標(biāo)詞匯,教學(xué)依據(jù)對(duì)詞匯的課堂教學(xué)產(chǎn)生一定的指導(dǎo)作用。 第五章考察了當(dāng)前對(duì)外漢語教學(xué)課堂實(shí)際的詞匯教學(xué)情況。我們選取了不同教學(xué)課堂、不同班級(jí)的綜合課進(jìn)行考察,對(duì)教師的教學(xué)方式和學(xué)生的反應(yīng)進(jìn)行觀察、記錄和相關(guān)的訪談,發(fā)現(xiàn)大多數(shù)教師的詞匯教學(xué)過程松散粗略,并未根據(jù)學(xué)生和班級(jí)的特點(diǎn)進(jìn)行有針對(duì)性的設(shè)計(jì),教師進(jìn)行詞匯釋義時(shí)效率偏低,學(xué)生在詞匯教學(xué)環(huán)節(jié)中的參與度不高,針對(duì)詞匯的課堂操練較少,基本上沒有布置關(guān)于詞匯知識(shí)的作業(yè),由此可見,教師和學(xué)生都未對(duì)課堂詞匯教學(xué)給予應(yīng)有的重視,詞匯教學(xué)的效果自然談不上理想。 第六章根據(jù)前面已有的調(diào)查數(shù)據(jù)和結(jié)果,分析了詞匯教學(xué)的重要性,以及在課堂上教師和學(xué)生的作用與關(guān)系,并明確了漢語詞匯課堂教學(xué)環(huán)節(jié)的具體目標(biāo),在該目標(biāo)的指導(dǎo)下,針對(duì)對(duì)當(dāng)前外漢語詞匯教學(xué)的大綱、教材、課程設(shè)置提出了一些改進(jìn)意見,對(duì)教學(xué)法的運(yùn)用、教師授課的方式提出了一些能夠落實(shí)于課堂的原則,并對(duì)教師的能力和素質(zhì)提出了一定的要求。 第七章的主要內(nèi)容為教學(xué)實(shí)驗(yàn)。根據(jù)考察和分析得到的結(jié)論,結(jié)合當(dāng)前的實(shí)際情況,面向不同年齡、不同背景的漢語學(xué)習(xí)者,對(duì)對(duì)外漢語詞匯課堂教學(xué)的過程進(jìn)行教學(xué)實(shí)驗(yàn),主要包括呈現(xiàn)、釋義、操練和作業(yè),分別進(jìn)行了分環(huán)節(jié)的教學(xué)實(shí)驗(yàn)和多環(huán)節(jié)的教學(xué)實(shí)驗(yàn),并在實(shí)驗(yàn)課之后進(jìn)行測(cè)試,發(fā)現(xiàn)實(shí)驗(yàn)課上目標(biāo)詞匯的教學(xué)效果優(yōu)于非實(shí)驗(yàn)課,這說明對(duì)外漢語詞匯的課堂教學(xué)有可能并且有必要進(jìn)行改進(jìn)。 第八章為本文的結(jié)論和進(jìn)一步研究的方向。
[Abstract]:Vocabulary is the focus of language, vocabulary teaching is a difficult language teaching. In teaching Chinese as a foreign language, vocabulary teaching has been relatively difficult to deal with the situation. The characteristics and the language teaching vocabulary system itself depends on the way of vocabulary teaching in the classroom has a certain degree of difficulty, not easy to reach the ideal classroom teaching effect. This paper mainly studies the Chinese vocabulary teaching, study history and current situation of Chinese vocabulary teaching from the cognitive psychology, on the basis of the corresponding ideas and teaching experiment, to find it out to the classroom, the principles and methods to improve the effect of vocabulary teaching.
The full text is divided into eight parts.
The first chapter mainly introduces the reasons for choosing the topic, and summarizes the existing achievements of vocabulary teaching in TCFL, selects representative articles to introduce, and puts forward the research objectives and methods based on this.
The second chapter from the perspective of cognitive psychology, study psychological factors in the process of language learning and discusses the process of vocabulary learning from the perspective of mental lexicon, accumulation and extraction methods, summarizing the views on vocabulary learning, combined with the actual stage of language teaching.
The main content of the third chapter is a review of past teaching method representative, through the investigation of the specific teaching methods, summed up the development of vocabulary teaching in foreign language teaching, foreign language teaching is a kind of foreign language teaching, we also sort out the history of the development of teaching Chinese as a foreign language, found Chinese vocabulary teaching has been neglected.
Examines the current Chinese vocabulary teaching on the basis of the fourth chapter, including the type of Chinese classroom teaching, curriculum, teaching syllabus, teaching materials and so on, classroom type determines the teaching objects and places, the curriculum and the teaching syllabus of the teaching content, teaching is an indispensable part of classroom teaching, regulations each class of the target words in vocabulary teaching based on classroom teaching has a guiding role.
The fifth chapter examines the situation of vocabulary teaching in TCFL classroom practice. We selected the different class, different classes of integrated curriculum, the teachers' teaching methods and students' responses were observed, recorded and related interviews, found loose vocabulary teaching mostteachers rough, not according to the characteristics of students and the class of targeted design, teachers' vocabulary meaning low efficiency in vocabulary teaching, students in the process of participation is not high, the vocabulary classroom exercises less on vocabulary knowledge of homework, no arrangement basically shows that teachers and students are not given due attention to vocabulary teaching and vocabulary teaching. The natural effect not ideal.
The sixth chapter according to the survey data and analysis results, the importance of vocabulary teaching, and teachers in the classroom and students' role and relationship, and clearly the specific goal of Chinese vocabulary teaching in the classroom, under the guidance of the goal for the current foreign language vocabulary teaching syllabus, teaching materials, curriculum is put forward some suggestions for improvement, application of teaching method, teaching mode and puts forward some principles to implement in the classroom, and puts forward some requirements for teachers' ability and quality.
The main content of the seventh chapter is the teaching experiment. According to the investigation and analysis of the conclusions, combined with the current situation, for different age, different backgrounds of Chinese learners of Chinese vocabulary teaching experiment teaching, mainly including presentation, interpretation, practice and operation, respectively for the teaching experiment processes the teaching experiment and multi link, and tested in the experimental class after the experiment found that class target vocabulary teaching effect is better than the non experimental class, the classroom teaching of Chinese as a foreign language vocabulary is possible and necessary to be improved.
The eighth chapter is the conclusion of this paper and the direction of further research.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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