【摘要】：體演文化教學(xué)法起源于美國(guó)，是由美國(guó)俄亥俄州立大學(xué)的教授吳偉克創(chuàng)立的，并在該校的中文、日文、韓文等語(yǔ)言教學(xué)項(xiàng)目中進(jìn)行了多年的實(shí)踐與總結(jié)，取得了顯著的教學(xué)成果。此教學(xué)法注重引入文化的教學(xué)理念，讓學(xué)生能夠進(jìn)行得體的交流，是體演文化教學(xué)法的最終目標(biāo)。 本文通過(guò)對(duì)體演文化教學(xué)法的定義、特點(diǎn)入手，根據(jù)對(duì)蒙古國(guó)留學(xué)生的特點(diǎn)和內(nèi)蒙地區(qū)對(duì)外漢語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀的研究，闡述如何在對(duì)蒙漢語(yǔ)中級(jí)口語(yǔ)教學(xué)課堂上使用該教學(xué)法。利用實(shí)際的課堂教學(xué)，組織設(shè)計(jì)適合蒙古國(guó)留學(xué)生的口語(yǔ)課堂，結(jié)合體演文化教學(xué)法的教學(xué)案例來(lái)分析在課堂中運(yùn)用該教學(xué)法的作用和效果。最后，提出改進(jìn)意見(jiàn)。 本文共分為四個(gè)部分，第一部分引言概述了本文的研究目的和方法以及體演文化教學(xué)法的起源、發(fā)展與研究現(xiàn)狀。第二部分簡(jiǎn)述了體演文化教學(xué)法的內(nèi)涵并對(duì)其課程設(shè)計(jì)和口語(yǔ)課程內(nèi)容設(shè)置進(jìn)行了說(shuō)明。第三部分為對(duì)蒙漢語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀的調(diào)查研究，分為調(diào)研的內(nèi)容和調(diào)研的分析，，并對(duì)體演文化教學(xué)法在對(duì)蒙漢語(yǔ)口語(yǔ)教學(xué)中的可行性進(jìn)行了說(shuō)明。第四部為體演文化教學(xué)法在對(duì)蒙漢語(yǔ)口語(yǔ)課堂的教學(xué)案例，在實(shí)踐的基礎(chǔ)上，編寫了四課時(shí)的口語(yǔ)教案，對(duì)使用該教學(xué)法進(jìn)行教學(xué)的口語(yǔ)課堂流程與案例做出具體分析。 本文從理論到實(shí)踐論述了體演文化教學(xué)法的產(chǎn)生發(fā)展以及在對(duì)蒙漢語(yǔ)口語(yǔ)教學(xué)中的運(yùn)用。該教學(xué)法對(duì)于如何提高對(duì)外漢語(yǔ)口語(yǔ)教學(xué)的效率,真正實(shí)現(xiàn)對(duì)外漢語(yǔ)教學(xué)的最終目標(biāo)，富有借鑒與啟迪的意義。
[Abstract]:Originated in the United States, the teaching method of performing culture was founded by Wu Weike, a professor at Ohio State University in the United States, and has been practiced and summarized for many years in the Chinese, Japanese, Korean and other language teaching programs of the university. Remarkable teaching results have been achieved. The ultimate goal of this teaching method is to introduce cultural teaching ideas and to enable students to communicate appropriately. Based on the definition and characteristics of the teaching method of physical performance culture, and the study of the characteristics of Mongolian students and the present situation of oral Chinese teaching in Inner Mongolia, this paper expounds how to use this teaching method in the classroom of the intermediate oral teaching of Mongolian Chinese. By using the actual classroom teaching, the author organizes and designs the oral English class suitable for the Mongolian students, and combines the teaching cases of the cultural teaching method to analyze the function and effect of the teaching method in the classroom. Finally, suggestions for improvement are put forward. This paper is divided into four parts. The first part of the introduction outlines the purpose and methods of this study, as well as the origin, development and research status of the cultural teaching method. In the second part, the connotation of culture teaching method is briefly introduced, and its curriculum design and spoken language course content are explained. The third part is the investigation and research on the present situation of Mongolian spoken Chinese teaching, which is divided into the content of investigation and the analysis of the investigation, and explains the feasibility of the culture teaching method in Mongolian spoken Chinese teaching. The fourth part is the teaching case of the culture teaching method in Mongolian and Chinese speaking class. On the basis of practice, the author compiles the oral teaching plan of four lessons, and makes a concrete analysis of the oral teaching flow and case of teaching with this teaching method. From theory to practice, this paper discusses the emergence and development of stylistic culture teaching method and its application in Mongolian spoken Chinese teaching. This teaching method is of great significance for how to improve the efficiency of oral Chinese teaching as a foreign language and to realize the ultimate goal of teaching Chinese as a foreign language.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

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本文編號(hào)：2162789