本文選題：對(duì)外漢語(yǔ)　切入點(diǎn)：中級(jí)口語(yǔ)　出處：《陜西師范大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：口語(yǔ)課作為對(duì)外漢語(yǔ)教學(xué)的主要課程之一,它的課堂教學(xué)效果直接關(guān)系到學(xué)生在實(shí)踐中的應(yīng)用,如果學(xué)生能在理解教師教授內(nèi)容的前提下,在課堂上得到充分地練習(xí),那么學(xué)生的漢語(yǔ)口語(yǔ)水平肯定會(huì)有所提高,所以口語(yǔ)課的課堂教學(xué)一直都是從事對(duì)外漢語(yǔ)工作的研究者們研究的重要方面。在這幾十年的研究中,取得了大量的研究成果,但研究方向大多偏重探討口語(yǔ)課的教學(xué)目的、任務(wù),關(guān)注的大多是對(duì)外漢語(yǔ)課堂教學(xué)中的教學(xué)方法、局部的教學(xué)技巧,對(duì)課堂教學(xué)設(shè)計(jì)的研究比較少,本文將對(duì)口語(yǔ)課的課堂教學(xué)設(shè)計(jì)方面進(jìn)行粗略地研究。 教學(xué)設(shè)計(jì)是對(duì)課堂教學(xué)的有計(jì)劃地規(guī)劃,好的教學(xué)設(shè)計(jì)可以提高教學(xué)效率,能夠達(dá)到事半功倍的效果。隨著世界各地出現(xiàn)的不同程度的漢語(yǔ)熱,對(duì)外漢語(yǔ)教學(xué)的發(fā)展急需要對(duì)教學(xué)設(shè)計(jì)有一個(gè)標(biāo)準(zhǔn)化、規(guī)范化的方案,這就給教學(xué)設(shè)計(jì)者提出了一個(gè)很大的挑戰(zhàn)。因?yàn)橄胍龊媒虒W(xué)設(shè)計(jì)就要要求其設(shè)計(jì)者有多方面的知識(shí)儲(chǔ)備(語(yǔ)言學(xué)、第二語(yǔ)言教學(xué)理論、心理學(xué)、語(yǔ)用、語(yǔ)義、語(yǔ)法等)和長(zhǎng)時(shí)間的教學(xué)實(shí)踐經(jīng)驗(yàn)的積累,要運(yùn)用相關(guān)的理論,利用科學(xué)系統(tǒng)的方法,設(shè)計(jì)教學(xué)的全過(guò)程。 本文主要論述的是對(duì)外漢語(yǔ)教學(xué)中的中級(jí)漢語(yǔ)口語(yǔ)課的課堂教學(xué)設(shè)計(jì)問(wèn)題。筆者搜集、查閱、整理了國(guó)內(nèi)外有關(guān)教學(xué)設(shè)計(jì)的資料,總結(jié)了國(guó)內(nèi)外教學(xué)設(shè)計(jì)的發(fā)展歷程,提出課堂設(shè)計(jì)的定義。通過(guò)自己的親身實(shí)踐,聽(tīng)課記錄,發(fā)現(xiàn)了對(duì)外漢語(yǔ)中級(jí)口語(yǔ)課存在一些問(wèn)題,如：教師提問(wèn)語(yǔ)設(shè)計(jì)不合理；學(xué)生的口語(yǔ)程度參差不齊,影響教學(xué)進(jìn)度；教師講得多,學(xué)生以被動(dòng)的形式接受信息；語(yǔ)境設(shè)計(jì)的隨意性和盲目性。這些問(wèn)題嚴(yán)重影響了課堂教學(xué)效果,如果不及時(shí)發(fā)現(xiàn)并加以改正,教學(xué)就不可能取得進(jìn)步。 根據(jù)這些存在的問(wèn)題,筆者認(rèn)為可以通過(guò)再現(xiàn)學(xué)過(guò)詞語(yǔ),補(bǔ)足提問(wèn)語(yǔ)；根據(jù)學(xué)生的水平設(shè)計(jì)課堂教學(xué)；詞匯講解要有技巧,重點(diǎn)突出詞匯的練習(xí)；語(yǔ)法教學(xué)要易懂多練不斷鞏固；有針對(duì)性地設(shè)計(jì)語(yǔ)境的方法來(lái)設(shè)計(jì)口語(yǔ)課堂教學(xué)。最后選取了北京語(yǔ)言大學(xué)出版的《發(fā)展?jié)h語(yǔ)——中級(jí)漢語(yǔ)口語(yǔ)(上)》當(dāng)中的《我看婚姻與愛(ài)情》為例,提出了自己課程設(shè)計(jì)的構(gòu)想。希望能更好地詮釋前面論述的教學(xué)設(shè)計(jì)。
[Abstract]:As one of the main courses in teaching Chinese as a foreign language, the effect of oral English teaching is directly related to the application of students in practice. Well, students' oral Chinese level will definitely improve, so the classroom teaching of oral language courses has always been an important aspect of the research of researchers engaged in the work of working as a foreign language. In these decades of research, a large number of research results have been achieved. However, most of the research directions are focused on the teaching purpose and task of oral class, and most of them focus on the teaching methods, partial teaching skills, and less research on classroom teaching design in Chinese as a foreign language. This article will make a rough study on the classroom teaching design of oral class. Teaching design is a planned plan for classroom teaching. Good teaching design can improve teaching efficiency and achieve twice the result with half the effort. With the emergence of different degrees of Chinese fever around the world, The development of teaching Chinese as a foreign language requires a standardized and standardized program for teaching design. This poses a great challenge to instructional designers, because to do well in instructional design requires their designers to have a wide range of knowledge reserves (linguistics, second language teaching theory, psychology, pragmatics, semantics, etc.). Grammar, etc.) and the accumulation of long teaching experience, the whole process of teaching should be designed by using relevant theories and scientific and systematic methods. This paper mainly discusses the classroom teaching design of the intermediate spoken Chinese course in teaching Chinese as a foreign language. The author collects, consults, collates and arranges the relevant teaching design materials at home and abroad, and summarizes the development course of teaching design at home and abroad. The author puts forward the definition of classroom design. Through his own practice and listening record, the author finds that there are some problems in the intermediate oral English course of TCSL, such as the unreasonable design of teacher's questioning language, the uneven degree of spoken language of students, and the influence on teaching progress. Teachers speak much, students accept information passively, and the randomness and blindness of contextual design. These problems seriously affect the classroom teaching effect. If they are not found and corrected in time, the teaching will not be able to make progress. According to these problems, the author thinks that we can learn words by reappearance, complement the questioning language, design the classroom teaching according to the students' level, have the skill to explain the vocabulary, emphasize the practice of the vocabulary; Grammar teaching should be easy to understand and practice to consolidate constantly; In the end, the author chooses "developing Chinese-Intermediate Chinese spoken language (I)" published by Beijing language and language University as an example of "I see Marriage and Love" as an example. The author puts forward his own conception of curriculum design and hopes to better explain the teaching design discussed above.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 石圓圓;對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課堂教學(xué)提問(wèn)策略探析[D];安徽大學(xué);2014年

2 白夢(mèng)笛;基于拋錨式理論的對(duì)外漢語(yǔ)中級(jí)口語(yǔ)教學(xué)設(shè)計(jì)[D];遼寧大學(xué);2014年

3 蘇瑤;中級(jí)漢語(yǔ)口語(yǔ)課堂教學(xué)微技能實(shí)踐探究[D];新疆大學(xué);2014年

，

本文編號(hào)：1582133