本文關(guān)鍵詞：泰國初級漢語綜合課中的情景運用及案例分析　出處：《山東師范大學》2014年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 漢語課堂 情景運用 泰國 可理解性 案例分析

【摘要】：漢語作為第二語言教學正如火如荼地展開。海外漢語教學是不容忽視的一部分。而教師在授課過程中，面對著一項復雜且現(xiàn)實的難題：在缺乏目的語環(huán)境下，如何上好對外漢語課。本人作為國家漢辦派出的赴泰志愿者，在為期一學年的海外教學實踐中發(fā)現(xiàn)，情景在漢語課上起著巨大的作用。而目前國內(nèi)相關(guān)研究的現(xiàn)狀，卻大多停留在對目的語國家中留學生漢語教學的研究，或是英語教學的研究。針對海外漢語教學中情景運用的研究還比較少。主要是針對情景教學法的研究，對情景在課堂中其他作用研究比較少。這些都是促使我決定研究這個論題的原因。我相信通過對這個論題的研究和發(fā)掘，可以促使人們更加重視課堂中情景的運用，加強其在海外漢語課堂中的情景應用意識。本文由三大部分構(gòu)成：第一部分，包括研究背景及現(xiàn)狀、相關(guān)理論基礎(chǔ)、教學對象分析。本文擬對關(guān)于情景運用的研究背景及研究現(xiàn)狀進行簡要的文獻綜述，同時區(qū)分情景、情景教學、情景運用幾個概念的異同。另外還注重情景與語言某種天然的聯(lián)系，意識到建構(gòu)主義、刺激反應理論、可理解性輸入假說與低情感過濾假說對課堂中情景運用的影響。該部分還要具體介紹當?shù)貙W校漢語教學的相關(guān)情況。 第二部分，主要闡釋說明情景具體應用領(lǐng)域、如何較好地運用情景、應該注意的一些問題。情景運用在課堂中主要體現(xiàn)在以下四個方面：一是可以充當媒介語，進行師生間的交流溝通；二是可以針對教學點內(nèi)容，有意識地進行相應的情景教學設計；三是利用突發(fā)的課堂情景進行實踐教學，四是有助于師生共同營造良好的情景氛圍。而在實際課堂中，教師要有意識地構(gòu)建信息差，激發(fā)學生們“猜”的主動性；有意識地構(gòu)建起真實情景，讓學生在真實情景中去理解和使用語言。這樣的話，情景在課堂中會得到更好地運用。而在課堂情景運用中，我們還應當注意體態(tài)語、學生可理解性和可接受性，以及情景的復現(xiàn)與糾正等問題。這些問題都將在文中予以體現(xiàn)。 第三部分，主要結(jié)合本人一次完整的初級漢語綜合課課堂進行情景運用案例分析和總結(jié)。通過大量的實證，本文認為在初級漢語課中，尤其是在師生間沒有共同語言進行溝通的情況下，情景可以作為媒介語進行溝通交流。情景運用在漢語課堂中占有重要地位，應該得到廣泛的運用。但究竟該如何發(fā)揮情景的這些作用，還需要在實踐中進一步挖掘深層的東西和注意一些問題。而目前的實際情況是：海外初級漢語綜合課中運用情景獲得了很好的效果,得到了學生的歡迎。但在良好的效果背后，同時也存在一些問題：如課堂時間浪費，教師備課難度增加，，考驗教師控制能力的問題等。此篇文章，應能為海外非目的語環(huán)境漢語課堂中情景運用提供可借鑒之處。
[Abstract]:Chinese as a second language teaching is in full swing. Overseas Chinese teaching is a part that can not be ignored. In the process of teaching, teachers are faced with a complex and realistic problem: in the absence of target language environment. How to teach Chinese as a foreign language. As a volunteer sent by the Chinese National Office to Thailand, I found it in overseas teaching practice for one school year. The situation plays an important role in the Chinese class. However, the current situation of the relevant studies in China is mostly focused on the study of the Chinese teaching of foreign students in the target language countries. Or the study of English teaching. There are few researches on situational use in overseas Chinese teaching, mainly on situational teaching. There is little research on the other roles of the situation in the classroom. These are the reasons why I decided to study this topic. I believe that through the study and exploration of this topic. This paper consists of three parts: the first part, including the research background and current situation, and the relevant theoretical basis. This paper intends to make a brief literature review on the research background and current situation of situational application, and at the same time distinguish between situational and situational teaching. In addition, it pays attention to the natural relation between situation and language, realizes constructivism, and stimulates the theory of response. The influence of comprehensible input hypothesis and low affective filtering hypothesis on classroom situational use. This part also introduces the relevant situation of Chinese teaching in local schools. The second part, mainly explains the situation specific application domain, how to use the situation well. Some problems should be paid attention to. The application of the scene in the classroom is mainly reflected in the following four aspects: first, can act as a medium for communication between teachers and students; Second, we can consciously carry out the corresponding situational teaching design according to the content of teaching points; The third is the use of unexpected classroom scenes for practical teaching, the fourth is to help teachers and students to create a good atmosphere. But in the actual classroom, teachers should consciously construct poor information. Stimulate students to "guess" initiative; Consciously construct the real situation so that the students can understand and use the language in the real situation. In this way, the situation will be better used in the classroom. We should also pay attention to the problems of body language, students' comprehensibility and acceptability, as well as the repetition and correction of the situation. These problems will be reflected in the paper. The third part, mainly combined with a complete primary Chinese comprehensive class to carry out situational analysis and summary. Through a large number of empirical, this paper believes that in the primary Chinese class. Especially when there is no common language for communication between teachers and students, the situation can be used as a medium for communication. The use of scene plays an important role in the Chinese classroom. Should be widely used. But how to play these roles of the situation. It is also necessary to dig deeper things and pay attention to some problems in practice. However, the actual situation is that the use of the situation in the overseas primary Chinese comprehensive course has achieved good results. Has been welcomed by students. But behind the good results, there are also some problems: such as classroom time waste, teachers more difficult to prepare lessons, the test of teachers' ability to control, and so on. It should be able to provide reference for the use of situation in the Chinese classroom in the foreign non-target language environment.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

【引證文獻】

相關(guān)碩士學位論文 前1條

1 楊宛平;西班牙初級漢語綜合課情境教學初探[D];北京外國語大學;2014年

本文編號：1366333