本文選題：泰國職業(yè)學校 + 漢語綜合課��； 參考：《山東師范大學》2012年碩士論文

【摘要】：教學模式是在一定的教學價值觀念和教學理論的指導下，從大量的教學實踐中總結出的、相對穩(wěn)定的教學活動結構框架，是聯(lián)系教學理論和實踐之間的橋梁。好的教學模式，應該是靈活開放、多元并蓄并且有針對性。 隨著中泰兩國在政治、經(jīng)濟、外交等各個方面的深入合作與發(fā)展，文化、教育方面的交流也逐漸頻繁。中國派往泰國的漢語教師志愿者逐年增加，漢語在泰國的地位也逐步上升，漢語在泰國正成為一門與英語并重的主要外語。近年來，在泰國越來越多的學校開設漢語課程，職業(yè)學校也開始開設漢語課程。職業(yè)學校學生有其自身的特點：第一，他們不像成人那樣學習認真、目的明確；第二，職業(yè)技術學校里幾乎沒有華裔，對學習漢語沒有情感上的紐帶和動力；第三，他們沒有普通高中在校生那樣的升學壓力；第四，職業(yè)技術學校的學生更在乎自己的專業(yè)課，，對語言缺乏興趣；因此，漢語教學效果并不是很理想。 筆者在泰國安納乍能技術學院任教期間，針對泰國職業(yè)學校學生的特點進行教學方法、教學模式的改革與研究，通過了解、分析學生的反饋意見，探索、總結出適合泰國職業(yè)學校的漢語綜合課教學模式。筆者在研究中使用了文獻研究法、課堂觀察法、口頭調(diào)查法、問卷調(diào)查法等研究方法，然后基于泰國職業(yè)學校漢語教學特點，提出了一系列教學設想與教材編寫建議。希望這些分析與研究的成果能為漢語教師的教學和泰國職業(yè)學生的漢語學習提供參考。 本文主要通過六個部分來論述： 第一章是緒論，闡述本文選題的緣起，研究的價值及國內(nèi)外研究現(xiàn)狀。筆者在泰國安納乍能技術學院任教期間，發(fā)現(xiàn)盡管漢語課程在泰國職業(yè)學校如火如荼地進行，但是由于泰國職業(yè)學校及學生的自身特點，漢語綜合課的教學效果并不理想。同時在針對國內(nèi)外教學模式的眾多研究中并沒有適合泰國職業(yè)技術學校的教學模式，本文希望通過此研究可以探索、總結出適合泰國職業(yè)學校的漢語綜合課教學模式。 第二章介紹了泰國職業(yè)學校的特點和漢語教學的現(xiàn)狀及存在問題。泰國職業(yè)學校專業(yè)課程有實用性強，辦學形式靈活多樣，教學重視實踐性的特點。但漢語教學現(xiàn)狀并不理想，有以下三方面的問題：漢語教育體系缺乏統(tǒng)一的規(guī)劃；漢語教師嚴重短缺；教學方法陳舊單一。同時，在本章中筆者也分析了漢語綜合課教學模式的可行性與必要性。 第三章主要闡述泰國職業(yè)學校漢語綜合課教學模式的構成要素，包括：教學目標、教學方法、操作程序及教學反饋與評價。以教育心理學等理論為基礎，探索適合泰國職業(yè)學校漢語綜合課教學的模式和方法。泰國職業(yè)學校漢語綜合課的操作程序主要從熱身環(huán)節(jié)，新課學習環(huán)節(jié)及鞏固復習環(huán)節(jié)加以說明。通過問卷調(diào)查、訪談和測驗等多種方式獲得教學反饋及教學評價。 第四章是主要通過綜合課教學案例、綜合課中的語音教學案例及聽說教學案例來展示泰國職業(yè)學校漢語綜合課教學模式的具體操作操作，并進行了教學效果分析以了解泰國職業(yè)學校漢語綜合課教學模式的教學效果。 第五章提出了泰國職業(yè)技術學校漢語教學及漢語綜合課教學的建議。針對泰國職業(yè)技術學校的問題，我們需要在漢語教師的培養(yǎng)上加大力度，并同時改進教學方法，探索更加適合泰國職業(yè)學校漢語綜合課教學模式。 第六章是對本文研究成果的總結，以及該教學模式的局限性。 目前，泰國職業(yè)學校漢語綜合課教學模式研究還處于起步階段，仍然需要進一步探索和研究。
[Abstract]:Under the guidance of certain teaching values and teaching theories, the teaching model is a relatively stable framework of teaching activities, which is a bridge between the theory and practice of teaching. A good teaching model should be flexible, open, multi yuan, and pertinent.
With the deepening cooperation and development of China and Thailand in all aspects of politics, economy and diplomacy, cultural and educational exchanges are becoming more frequent. Chinese teachers sent to Thailand have increased year by year, the position of Chinese in Thailand is gradually rising, and the Chinese language in Thailand is becoming a major foreign language which is equal to English. More and more schools open Chinese courses, and vocational schools begin to open Chinese courses. Vocational school students have their own characteristics: first, they are not as serious as adults and have clear purposes; second, there are almost no Chinese in Vocational and technical schools, and there is no emotional bond and motivation for Chinese language learning; and third, they do not. Fourth, the students of Vocational and technical schools care more about their own professional courses and lack interest in language; therefore, the effect of Chinese teaching is not very ideal.
During the course of teaching in the Thailand Institute of technology, the author aims at the teaching methods of the students in Thailand vocational school and the reform and research of the teaching mode. Through understanding, analyzing the students' feedback and exploring, the author summarizes the teaching mode of Chinese comprehensive course suitable for the vocational schools in Thailand. The research methods such as the hall observation, the oral investigation and the questionnaire survey, and then based on the characteristics of the Chinese teaching in Thailand vocational school, put forward a series of teaching ideas and teaching materials, and hope that the results of these analysis and research can provide reference for the teaching of Chinese teachers and the Chinese learning of Thailand professional students.
This article mainly through six parts to discuss:
The first chapter is the introduction, which expounds the origin of the topic, the value of the research and the status of the research at home and abroad. The author found that although the Chinese curriculum was carried out in full swing in Thailand vocational school in Thailand, the teaching effect of the Chinese comprehensive course was not effective, however, because of the characteristics of the vocational schools in Thailand and the students' own characteristics. At the same time, there are no suitable teaching models for Thailand vocational and technical schools in the study of teaching mode at home and abroad. This paper hopes to explore and summarize the teaching mode of Chinese comprehensive course suitable for Thailand vocational school through this study.
The second chapter introduces the characteristics of Thailand vocational school and the current situation and existing problems of Chinese teaching. The professional courses of Thailand vocational schools are practical, flexible and practical, but the present situation of Chinese teaching is not ideal. There are three problems in the following aspects: the lack of unified planning in the Chinese Education system; Meanwhile, in this chapter, the author also analyzes the feasibility and necessity of the teaching mode of Chinese integrated course.
The third chapter mainly expounds the elements of the teaching mode of the Chinese comprehensive course in Thailand vocational school, including teaching objectives, teaching methods, operation procedures and teaching feedback and evaluation. Based on the theory of educational psychology, this paper explores the mode and method suitable for the teaching of Chinese comprehensive courses in Thailand vocational school. The Chinese comprehensive course in Thailand vocational school The operation procedure is mainly explained by the warm-up link, the learning link of the new course and the strengthening review link. Through the questionnaire survey, interview and test, the teaching feedback and teaching evaluation are obtained.
The fourth chapter is mainly through the comprehensive lesson teaching case, the phonetic teaching case and the listening and speaking teaching cases in the comprehensive course to show the specific operation operation of the teaching mode of the Chinese comprehensive course in Thailand vocational school, and carry out the teaching effect analysis to understand the teaching effect of the teaching model of the Chinese comprehensive course in Thailand vocational school.
The fifth chapter puts forward the suggestions for the teaching of Chinese and Chinese comprehensive courses in Thailand vocational and technical school. In view of the problems of Thailand vocational and technical school, we need to strengthen the training of Chinese teachers, and improve the teaching methods at the same time, and explore more suitable for the teaching mode of the comprehensive Chinese language course in Thailand vocational school.
The sixth chapter is the summary of the research results and the limitations of this teaching mode.
At present, the teaching mode of Chinese comprehensive course in Thailand vocational school is still in its infancy, and still needs further exploration and research.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195.3

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