發(fā)布時間：2018-04-18 21:06

  本文選題：漢語國際教育 + 課堂教學　； 參考：《廣西大學》2014年碩士論文

【摘要】：漢語國際教育課堂教學是由“學”與“教”兩種關(guān)系組成的、具有特殊行為表現(xiàn)的并受到多重因素影響的認知活動與交際活動,其中,“界域語”的運用是一種特殊的教學管理和班級管理行為,具有獨特的實踐價值。它可以調(diào)節(jié)課堂節(jié)奏、優(yōu)化教學環(huán)境、促進師生關(guān)系建立、營造課堂氛圍、輔助課堂教學語言、突出教學重點、激發(fā)學生興趣、開拓學生視野等。而長期以來,在教育、教學領(lǐng)域,大多數(shù)研究者在研究非言語行為時僅關(guān)注于身體動作、手勢、面部表情和姿態(tài)等,往往忽視課堂教學活動中的空間語言。教師能否在課堂教學過程中恰當?shù)厥褂谩敖缬蛘Z”,會在很大程度上影響教學效果和師生關(guān)系的建立。本論文旨在對漢語國際教育課堂教學中教師與學生對界域語的運用做出一些分析,力圖發(fā)現(xiàn)界域語的運用現(xiàn)狀和影響因素,主要研究內(nèi)容包括：座位、體距、身高落差、講區(qū)劃分等。本文對課堂教學中學生和教師對界域語的使用現(xiàn)狀進行調(diào)查,并對影響因素進行分析,分析結(jié)果表明：課堂教學中存在侵犯他人空間的現(xiàn)象,其中大部分學生能理性地對待界域侵犯行為；教學因素、學生因素、管理因素、教師因素都在一定程度上影響學生和教師對課堂教學中界域語的運用。本論文研究以廣西醫(yī)科大學國際教育學院的漢語學習者為研究對象。主要通過對漢語初級班課堂教學活動進行記錄,開展問卷調(diào)查、調(diào)研訪談,并結(jié)合筆者自身的教學實踐等方式作出分析。在調(diào)查研究的基礎(chǔ)上,本文嘗試從教學管理、教師教學等方面提出建議,以便增進教學雙方的情感共振,提高開口率,激發(fā)學生的學習興趣和主動參與課堂的熱情。
[Abstract]:The classroom teaching of Chinese international education consists of two kinds of relations: "learning" and "teaching". They are cognitive and communicative activities which have special behavior and are influenced by many factors.The application of boundary language is a kind of special teaching management and class management behavior, which has unique practical value.It can adjust classroom rhythm, optimize teaching environment, promote the establishment of teacher-student relationship, create classroom atmosphere, assist classroom teaching language, stress teaching emphasis, stimulate students' interest and broaden students' vision.For a long time, in the field of education and teaching, most researchers only pay attention to body movements, gestures, facial expressions and gestures when studying non-verbal behaviors, and often ignore the spatial language in classroom teaching activities.Whether teachers can use the boundary language properly in the course of classroom teaching will influence the teaching effect and the establishment of teacher-student relationship to a great extent.The purpose of this thesis is to make some analysis on the use of boundary language between teachers and students in the classroom teaching of Chinese international education, and try to find out the present situation and influencing factors of the use of boundary language. The main research contents include: seat, body distance, height difference.Division of areas, etc.This paper investigates the current situation of the use of boundary language by middle school students and teachers in classroom teaching, and analyzes the influencing factors. The results show that there is a phenomenon of encroachment on other people's space in classroom teaching.Most of them can deal with boundary encroachment rationally; teaching factors, students' factors, management factors, teachers' factors all affect the use of boundary language in classroom teaching to some extent by students and teachers.This thesis focuses on Chinese learners from the School of International Education, Guangxi Medical University.Mainly through recording the classroom teaching activities of the Chinese junior classes, carrying out questionnaires, investigation and interviews, and combining with the author's own teaching practice and other ways to make an analysis.On the basis of investigation and research, this paper tries to put forward some suggestions from the aspects of teaching management and teachers' teaching, so as to enhance the emotional resonance of both sides of teaching, increase the opening rate, stimulate students' interest in learning and actively participate in classroom enthusiasm.
【學位授予單位】：廣西大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

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本文編號：1770047