本文選題：對外漢語 + 初級語法��； 參考：《陜西師范大學》2012年碩士論文

【摘要】：游戲教學的理論由來已久,結(jié)合教學實際,深入研究并大力實踐,可以將其精神發(fā)揚光大,于教育、教學大有幫助。對外漢語教學中,游戲教學有其理論支撐和現(xiàn)實意義,在留學生漢語課堂中具有一定的推廣價值。任何一種教學法從觀念走向?qū)嵺`,都非一蹴而就之事,在對外漢語教學界,游戲教學理念與方法亦是如此,因而有深入探討的空間。據(jù)此,本文嘗試以《新漢語教程》為選材,對其中語法點設計了游戲,以期對課堂語法教學起到一定的輔助作用。 文章首先對相關文獻進行了回顧,并介紹了本文的研究方法。接著作者指出對外漢語教學游戲的特點。通過對問卷調(diào)查的分析,總結(jié)了游戲教學的適用情況和優(yōu)勢。在實際課堂操作中,教師應遵循對象分析、圍繞目標、借助“任務”的游戲設計原則和過程監(jiān)控、持續(xù)激勵、總結(jié)評判的游戲運用策略。然后是本文的重點部分,作者對語法教學游戲進行了分類,并對比了常規(guī)教學與游戲教學的差異。對游戲的分類包括合作式和競爭式兩大類,其中合作式又可分為交流意見類、做出決定類、解決問題類三小類游戲；競爭式可分為個體競爭、小組競爭兩小類游戲。對常規(guī)教學和游戲教學的對比從教學步驟對比、教學特點對比兩個方面展開。最后作者認為任何教學方式都非普適、萬能的,游戲教學亦如此。我們只能將其作為常規(guī)教學的輔助手段來促進教學。在教學實踐中,應綜合各類教學手段,在適用的前提下引進游戲的方式,利用游戲的趣味性、互動性、目的性、激勵性等優(yōu)勢,達到教學效果的最優(yōu)化。
[Abstract]:The theory of game teaching has a long history, combined with teaching practice, in-depth research and practice, can carry forward its spirit, education, teaching a lot of help. In teaching Chinese as a foreign language, game teaching has its theoretical support and practical significance. Any kind of teaching method from concept to practice is not accomplished overnight. In the field of teaching Chinese as a foreign language, the concept and method of game teaching is the same, so there is room for further discussion. Based on this, this paper tries to choose the new Chinese course as the material, and designs the game to the grammar points of the new Chinese course, in order to play a certain auxiliary role to the grammar teaching in the classroom. Firstly, the paper reviews the relevant literatures and introduces the research methods of this paper. Then the author points out the characteristics of teaching Chinese as a foreign language game. Through the analysis of questionnaire, this paper summarizes the application and advantages of game teaching. In the actual classroom operation, the teacher should follow the object analysis, around the goal, with the help of the "task" game design principle and the process monitoring, the continuous encouragement, the summary judgment game application strategy. Then the author classifies the grammar teaching games and compares the differences between the conventional teaching and the game teaching. The classification of the game includes two categories: cooperative type and competition type, among which cooperative type can be divided into exchange of opinions, decision making, problem solving three kinds of games, competitive type can be divided into individual competition, group competition two small categories of games. The comparison between routine teaching and game teaching is carried out from two aspects: the comparison of teaching steps and the comparison of teaching characteristics. Finally, the author thinks that any teaching method is not universal and so is game teaching. We can only use it as an auxiliary means of conventional teaching to promote teaching. In teaching practice, we should synthesize all kinds of teaching means, introduce the way of game under the applicable premise, utilize the advantages of interest, interactivity, purpose and encouragement of the game, so as to optimize the teaching effect.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關碩士學位論文 前1條

1 張傼;美國公立中學漢語教學游戲設計研究[D];吉林大學;2013年

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本文編號：1778276