本文關(guān)鍵詞： 交互式遠(yuǎn)程教學(xué) 漢語(yǔ)教學(xué)模式 “星談”項(xiàng)目 教師培訓(xùn)　出處：《華中師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：隨著信息技術(shù)的快速發(fā)展,教育的手段和形式正在經(jīng)歷著巨大的變化,以可汗學(xué)院為代表的翻轉(zhuǎn)課堂,慕課(MOOC:Massive open online course)的跨國(guó)合作等種種基于現(xiàn)代通信技術(shù)的新的教育理念和模式正在悄然改變著現(xiàn)代教育的形態(tài)。交互式遠(yuǎn)程教學(xué)(IDL:Interactive Distance Learning)作為一種新興的教學(xué)形式,已經(jīng)引起了教育學(xué)界的關(guān)注,堪薩斯大學(xué)孔子學(xué)院由美國(guó)堪薩斯大學(xué),國(guó)家漢辦(中國(guó)國(guó)家漢語(yǔ)國(guó)際推廣領(lǐng)導(dǎo)小組辦公室)和華中師范大學(xué)聯(lián)合創(chuàng)辦,成立于2006年。基于地廣人稀的地理特征以及漢語(yǔ)教師缺乏的現(xiàn)狀,該孔院從辦校伊始就與州內(nèi)一所遠(yuǎn)程教學(xué)服務(wù)中心合作,通過(guò)互動(dòng)性電視會(huì)議技術(shù)向本地及偏遠(yuǎn)地區(qū)學(xué)生提供漢語(yǔ)課程,目標(biāo)就是要把堪薩斯大學(xué)孔子學(xué)院建成一個(gè)交互式遠(yuǎn)程漢語(yǔ)教學(xué)研究中心�？八_斯大學(xué)孔子學(xué)院在這種教學(xué)形式上已經(jīng)進(jìn)行了9年時(shí)間的探索和實(shí)踐,取得了一定成績(jī),它的教學(xué)模式值得我們深入研究。本文首先通過(guò)收集相關(guān)材料,分析了美國(guó)的外語(yǔ)教學(xué)政策和漢語(yǔ)教育,進(jìn)一步比對(duì)了美國(guó)《21世紀(jì)外語(yǔ)學(xué)習(xí)標(biāo)準(zhǔn)》與國(guó)家漢辦的《國(guó)際漢語(yǔ)教學(xué)通用課程大綱》,分析了堪薩斯大學(xué)孔子學(xué)院教學(xué)模式所產(chǎn)生的教育環(huán)境和背景。繼而從教學(xué)模式的要素角度具體分析了堪薩斯大學(xué)孔子學(xué)院教學(xué)模式的教學(xué)理念、教學(xué)目標(biāo)、操作程序和教學(xué)評(píng)估,并將堪薩斯大學(xué)孔子學(xué)院的短期項(xiàng)目“星談”(STARTALK)作為一個(gè)范例進(jìn)行了分析,總結(jié)了該模式的特點(diǎn),構(gòu)建出堪薩斯大學(xué)孔子學(xué)院以遠(yuǎn)程互動(dòng)式教學(xué)為特色的教學(xué)模式。另外特別著重從教材的總體構(gòu)想、架構(gòu)、語(yǔ)料、話題以及語(yǔ)言要素等方面詳盡分析了堪薩斯大學(xué)孔子學(xué)院的高中一年級(jí)自編教材。隨后提出了堪薩斯大學(xué)孔子學(xué)院教學(xué)模式存在的問(wèn)題并提出對(duì)策,特別就交互式遠(yuǎn)程教學(xué)課堂的教師培訓(xùn)問(wèn)題對(duì)教師們進(jìn)行了問(wèn)卷調(diào)查、訪談和觀察研究。最后提出了該模式對(duì)國(guó)內(nèi)對(duì)外漢語(yǔ)教學(xué)的幾點(diǎn)啟發(fā)。全文按以上內(nèi)容主要分為四個(gè)部分：第一部分為背景知識(shí)的介紹,即堪薩斯大學(xué)孔子學(xué)院的教學(xué)環(huán)境,包括美國(guó)本土的外語(yǔ)教學(xué)政策、標(biāo)準(zhǔn)和教學(xué)理念,以及漢語(yǔ)教學(xué)的實(shí)際發(fā)展情況,分析了影響堪薩斯大學(xué)孔子學(xué)院教學(xué)的因素。第二部分為對(duì)堪薩斯大學(xué)孔子學(xué)院的教學(xué)模式具體分析,包括教學(xué)理念,教學(xué)目標(biāo),操作程序,教學(xué)評(píng)估以及“星談”范例分析。第三部分為堪薩斯大學(xué)孔子學(xué)院的高中自編教材研究。第四部分為堪薩斯大學(xué)孔子學(xué)院教學(xué)模式存在的問(wèn)題、對(duì)策以及對(duì)國(guó)內(nèi)對(duì)外漢語(yǔ)教學(xué)的啟示。
[Abstract]:With the rapid development of information technology, the means and forms of education are undergoing tremendous changes. Various new educational concepts and models based on modern communication technology, such as MOOC: massive open online coursework, are quietly changing the form of modern education. The Confucius Institute of the University of Kansas is jointly established by the University of Kansas, the National Office of the Chinese National leadership Group for the Promotion of Chinese, and the Central China normal University. Founded in 2006, based on the geographical characteristics of vast areas and the lack of Chinese teachers, the school has been working with a distance learning service center in the state since the beginning of the school. Providing Chinese language courses to local and remote students through interactive videoconferencing technology, The goal is to turn the Confucius Institute at the University of Kansas into an interactive research center for distance Chinese teaching. The Confucius Institute at the University of Kansas has been exploring and practicing this teaching form for nine years and has achieved some success. Its teaching model is worthy of further study. Firstly, this paper analyzes the foreign language teaching policy and Chinese education in the United States by collecting relevant materials. In this paper, the author further compares the American Foreign language Learning Standards of 21th century with the National Han Office's General Curriculum for International Chinese Teaching, and analyzes the educational environment and background of the Confucius Institute teaching model at the University of Kansas. From the point of view of the elements of the learning model, this paper analyzes the teaching concept of the Confucius Institute of the University of Kansas. The teaching objectives, operating procedures and teaching evaluation are analyzed, and the characteristics of the model are summarized by analyzing the short term program "Star talk" of the Confucius Institute at the University of Kansas as an example. A teaching model characterized by remote interactive teaching at the Confucius Institute of the University of Kansas is constructed. In addition, it focuses on the overall concept, structure, and corpus of the teaching materials. The topics and language elements are analyzed in detail, and then the problems in the teaching mode of Confucius Institute of Kansas University are put forward and the countermeasures are put forward. In particular, a questionnaire survey was conducted on teachers' training in interactive distance teaching classrooms. Interview and observation. Finally, this paper puts forward some enlightenments on the teaching of Chinese as a foreign language in China. According to the above contents, the thesis is divided into four parts: the first part is the introduction of background knowledge, that is, the teaching environment of Confucius Institute of Kansas University. Including the native American foreign language teaching policies, standards and teaching concepts, as well as the actual development of Chinese language teaching, The second part is the detailed analysis of the teaching mode of the Confucius Institute of the University of Kansas, including the teaching concept, teaching objectives, operating procedures. The third part is the research on the teaching materials of the Confucius Institute of the University of Kansas. Part 4th is about the problems in the teaching mode of the Confucius Institute of the University of Kansas. The countermeasures and the enlightenment to the teaching of Chinese as a foreign language in China.
【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】：2016
【分類號(hào)】：H195

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