本文選題：柬埔寨 + 華文教育�。� 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：經(jīng)過(guò)改革開(kāi)放以來(lái)30多年的持續(xù)穩(wěn)定發(fā)展,我國(guó)的綜合國(guó)力不斷提高,國(guó)際地位也得到大幅提升,漢語(yǔ)在頻繁的國(guó)際交往中顯得越來(lái)越重要,越來(lái)越多的教師開(kāi)始致力于投身對(duì)外漢語(yǔ)教學(xué)事業(yè)。然而,對(duì)外漢語(yǔ)教師除了要有基本的教育教學(xué)理論知識(shí),還必須具備普通語(yǔ)言學(xué)、國(guó)學(xué)基本知識(shí)以及關(guān)于對(duì)外漢語(yǔ)教學(xué)等方面的知識(shí)與技能。簡(jiǎn)而言之,對(duì)外漢語(yǔ)教師的基本功就是寫(xiě)好每一份教案,做好每一堂課的教學(xué)設(shè)計(jì),讓外籍學(xué)生順利地掌握語(yǔ)言知識(shí)點(diǎn),循序漸進(jìn)地熟知漢語(yǔ)語(yǔ)言規(guī)律,進(jìn)而逐步了解中華文化。此外,對(duì)外漢語(yǔ)教學(xué)要做到“本土化”與學(xué)以致用,要根據(jù)學(xué)生自身的情況,并結(jié)合當(dāng)?shù)匚幕膶?shí)際,讓學(xué)生把所學(xué)習(xí)的知識(shí)理論能夠運(yùn)用到實(shí)際的生活當(dāng)中去,這樣才能讓學(xué)生學(xué)有所用,學(xué)有所得。 優(yōu)秀的教學(xué)設(shè)計(jì)往往在教學(xué)實(shí)踐中起到事半功倍的作用。一份精巧的教學(xué)設(shè)計(jì)首先要了解教材編寫(xiě)者的真實(shí)意圖,認(rèn)真分析教材的重難點(diǎn),根據(jù)教學(xué)實(shí)際情況反復(fù)斟酌,然后結(jié)合自己的教學(xué)經(jīng)驗(yàn)和理解,對(duì)教材內(nèi)容進(jìn)行創(chuàng)造性發(fā)揮,最后呈現(xiàn)給學(xué)生,使學(xué)生們更好地理解消化。 本文以柬埔寨暹粒省公立中山學(xué)校的六年級(jí)學(xué)生為教學(xué)對(duì)象,以《神奇的眼睛》一課為例進(jìn)行教學(xué)設(shè)計(jì)。 本文總共包括四個(gè)部分。 第一章是緒論部分,介紹了柬埔寨華文教育發(fā)展的基本概況及其主要問(wèn)題,從這個(gè)研究背景出發(fā),談到了研究的意義和柬埔寨華文教育的研究現(xiàn)狀。 第二章主要論述了本課教學(xué)設(shè)計(jì)的依據(jù),從教學(xué)對(duì)象分析,教材分析,教案所遵循的原則,教學(xué)方法,課時(shí)安排等方面闡述了教學(xué)設(shè)計(jì)的理念和方法。 第三章是論文的主體部分,即是《神奇的眼睛》一課的具體實(shí)施和設(shè)計(jì)。分為教學(xué)對(duì)象、教學(xué)內(nèi)容、教學(xué)重難點(diǎn)、課時(shí)安排、教學(xué)過(guò)程等部分,根據(jù)對(duì)學(xué)生已有的了解和柬埔寨華文教育的實(shí)際情況設(shè)計(jì)每一個(gè)教學(xué)環(huán)節(jié),力求在詞匯、語(yǔ)言點(diǎn)的講解,知識(shí)文化的傳授上,更易讓學(xué)生接受,使教學(xué)效果的成效更為顯著。 第四章是結(jié)論部分,包括教學(xué)反思和論文的不足。教和學(xué)兩個(gè)方面是相互影響相互促進(jìn)的,希望通過(guò)具體的教學(xué)實(shí)施進(jìn)行反思后能給后來(lái)者一些有益的建議和借鑒。
[Abstract]:After more than 30 years of continuous and steady development since the reform and opening up, China's comprehensive national strength has been continuously improved, and its international status has also been greatly enhanced. Chinese language has become more and more important in frequent international exchanges. More and more teachers begin to devote themselves to teaching Chinese as a foreign language. However, teachers of Chinese as a foreign language must not only have the basic theoretical knowledge of education and teaching, but also have the knowledge and skills of general linguistics, basic knowledge of Chinese and Chinese as well as teaching Chinese as a foreign language. In short, the basic skills of teachers of Chinese as a foreign language are to write each teaching plan well, to do a good job in the teaching design of each class, to enable foreign students to master language knowledge points smoothly, and to familiarize themselves with the rules of Chinese language step by step. Then gradually understand the Chinese culture. In addition, the teaching of Chinese as a foreign language should be "indigenized" and used for practical use. According to the students' own conditions and the reality of the local culture, students should be able to apply the knowledge theory they have learned to the actual life. Only in this way can students learn something and learn well. Excellent teaching design often plays an important role in teaching practice. A delicate teaching design must first understand the real intention of the textbook writers, carefully analyze the important and difficult aspects of the teaching materials, and then combine their own teaching experience and understanding to give creative play to the contents of the teaching materials according to the actual teaching conditions. Finally presents to the student, causes the student to understand the digestion better. This paper takes the sixth grade students of Zhongshan School in Siem Reap Province, Cambodia as the teaching object, and takes the "Magic Eye" as an example to carry on the teaching design. There are four parts in this paper. The first chapter is the introduction, which introduces the basic situation and main problems of the development of Chinese language education in Cambodia. From this research background, it discusses the significance of the research and the present situation of the research on the Chinese language education in Cambodia. The second chapter mainly discusses the basis of the teaching design of this class, from the teaching object analysis, the teaching material analysis, the teaching plan obeys the principle, the teaching method, the class time arrangement and so on elaborated the teaching design idea and the method. The third chapter is the main part of the thesis, that is, the implementation and design of a lesson. It is divided into teaching object, teaching content, teaching difficulty, class time arrangement, teaching process and so on. According to the students' existing understanding and the actual situation of Cambodian Chinese language education, we design each teaching link to try our best to explain the vocabulary and language points. The imparting of knowledge and culture is easier for students to accept, and the effect of teaching is more remarkable. The fourth chapter is the conclusion part, including the teaching reflection and the insufficiency of the thesis. The two aspects of teaching and learning influence each other and promote each other. It is hoped that some useful suggestions and references can be given to the latecomers after reflection on the implementation of specific teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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