本文選題：“三步教學(xué)法”　切入點(diǎn)：輸入　出處：《哈爾濱師范大學(xué)》2015年碩士論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)發(fā)展至今,高效的教學(xué)方法和教學(xué)模式成為學(xué)界關(guān)注和探索的問(wèn)題。本文在對(duì)外漢語(yǔ)語(yǔ)法教學(xué)實(shí)踐的基礎(chǔ)上,從語(yǔ)法教學(xué)特點(diǎn)出發(fā),歸納總結(jié)出一種適用于對(duì)外漢語(yǔ)課堂教學(xué),尤其是語(yǔ)法教學(xué)的方法——“三步教學(xué)法”。所謂“三步教學(xué)法”,簡(jiǎn)言之,就是根據(jù)二語(yǔ)習(xí)得特點(diǎn)和語(yǔ)言教學(xué)規(guī)律,將復(fù)雜的教學(xué)過(guò)程析化為“輸入——操練——輸出”三個(gè)步驟的教學(xué)方法。我們知道,教與學(xué)的過(guò)程就是一個(gè)輸入和輸出的過(guò)程。但僅有高質(zhì)量的“輸入”,未必就能達(dá)到預(yù)期的“輸出”效果,因此,在“輸入”之后和“輸出”之前,還需一個(gè)有助于存儲(chǔ)和記憶的重要環(huán)節(jié)——“操練”。這就是“三步教學(xué)法”的內(nèi)涵及其理論依據(jù)。本文旨在通過(guò)對(duì)“三步教學(xué)法”教學(xué)原則的分析研究,以及大量有關(guān)“三步教學(xué)法”課堂教學(xué)設(shè)計(jì)的展示,明晰對(duì)外漢語(yǔ)語(yǔ)法教學(xué)的思路和方法。首先闡述了“三步教學(xué)法”的基本內(nèi)涵及其相關(guān)理論依據(jù)�！叭浇虒W(xué)法”就是通過(guò)“輸入”、“操練”、“輸出”三個(gè)過(guò)程的有機(jī)結(jié)合,實(shí)現(xiàn)學(xué)習(xí)者“聽(tīng)懂”、“記住”、“運(yùn)用”所學(xué)知識(shí)的教學(xué)目的�？死甑摹拜斎爰僬f(shuō)”理論和結(jié)構(gòu)-功能理論是“三步教學(xué)法”提出的理論依據(jù)。其次結(jié)合具體案例,分別對(duì)“輸入、操練、輸出”三個(gè)部分的教學(xué)原則加以分析。在輸入階段,應(yīng)遵循講解精煉、清晰直觀、邏輯有序和信息適度等原則；在操練階段,應(yīng)遵循多樣性、趣味性、半機(jī)械性、適當(dāng)糾錯(cuò)及教師引導(dǎo)等原則；在輸出階段,應(yīng)遵循真實(shí)性、趣味性、學(xué)生中心和可操作性等原則。在“三步教學(xué)法”及其教學(xué)原則的指導(dǎo)下,我們選取7個(gè)常見(jiàn)語(yǔ)法項(xiàng)目,對(duì)其進(jìn)行了詳細(xì)的教學(xué)設(shè)計(jì),力求在實(shí)踐中檢驗(yàn)“三步教學(xué)法”的實(shí)用性和有效性。接下來(lái)主要討論了“三步教學(xué)法”各步驟之間的教學(xué)目的、相互關(guān)系、活動(dòng)主體的差異性以及國(guó)內(nèi)外的應(yīng)用差異,并探討了在語(yǔ)法教學(xué)中的重要意義。最后簡(jiǎn)要介紹“三步教學(xué)法”在語(yǔ)音、詞匯及漢字等其他語(yǔ)言要素的運(yùn)用,將“三步教學(xué)法”由語(yǔ)法教學(xué)擴(kuò)展到其他語(yǔ)言要素教學(xué)�！叭浇虒W(xué)法”具有較強(qiáng)的可操作性,不僅可廣泛應(yīng)用于各階段語(yǔ)法教學(xué)中,同時(shí)也可以應(yīng)用于如語(yǔ)音、詞匯、漢字等語(yǔ)言教學(xué)中,對(duì)整個(gè)漢語(yǔ)作為第二語(yǔ)言教學(xué)的促進(jìn)具有重大意義。
[Abstract]:The development of teaching Chinese as a foreign language so far, efficient teaching methods and teaching model has become the academic attention and exploration. Based on the foreign language teaching practice, from the perspective of grammar teaching characteristics, summed up a suitable foreign language classroom teaching, especially the methods of grammar teaching -- "three step teaching method" the so-called "three step teaching method", in short, is based on the two language acquisition and language teaching law, the analysis of teaching process for complex teaching method of "input - output practice --" three steps. As we know, the process of teaching and learning is a process of input and output. But only the high quality of the "input", may not be able to achieve the desired effect, therefore, the "output" before the "input" and "output", also need a help memory and an important link -- "practice ". this is the connotation of the" three step teaching method and its theoretical basis. This paper aims to research on the "three step teaching principle, as well as a large number of" three step teaching method of classroom teaching design, clear ideas and methods in teaching Chinese as a foreign language. First elaborated the basic connotation of "the three step teaching method and theory basis." three step teaching method "is the" input "," practice "," combination of output "three processes, the learners achieve" understand "," remember "," use "the knowledge of the teaching purpose of Krashen's" input. The hypothesis "theory and the structure function is the theory of" three step teaching method put forward theoretical basis. Secondly combining the concrete case, both on "input, practice, teaching principles of three parts to analyze the output. In the input stage, should follow the concise explanation, clear Clear and intuitive, logical and orderly information moderation principle; in the practice stage, should follow the diversity, interesting, semi mechanical, appropriate correction and teacher guiding principle; in the output stage, should follow the authenticity, interest, student center and operability. In the three step teaching method and teaching principles under the guidance, we selected 7 common grammatical items, has carried on the detailed design teaching, in order to test the validity and practicability of the three step teaching method in practice. Then mainly discussed "between the various steps of the three step teaching method of the teaching aims, the relationship between the activities of the main body, the difference and Application at home and abroad, and discusses the important meaning in grammar teaching. Finally a brief introduction of" three step teaching method "in pronunciation, vocabulary and other language elements Chinese characters, the" three step teaching method by grammar teaching Extended to other elements of language teaching. "The three step teaching method has strong operability, not only can be widely used in various stages of grammar teaching, but also can be applied to Chinese characters such as voice, vocabulary, etc. in language teaching, the Chinese as a second language teaching is of great significance in promoting.

【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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