本文選題：留學(xué)生　切入點(diǎn)：中級口語　出處：《廣西師范大學(xué)》2013年碩士論文

【摘要】：本文結(jié)合筆者任教留學(xué)生“中級口語”的課堂教學(xué)實(shí)踐,探討交際文化如何融于情景式教學(xué)法。全本共三個(gè)部分。第一部分對研究背景和口語課教學(xué)中的文化教學(xué)以及情景式教學(xué)法進(jìn)行了概述。語言和文化相互依存、相互作用。文化是語言的內(nèi)涵。語言中蘊(yùn)含著大量的文化信息,單純的語言學(xué)習(xí)只是純工具意義上的學(xué)習(xí),也是不可能實(shí)施的。只有將語言和文化聯(lián)系在一起,并應(yīng)用到交際當(dāng)中去,語言才會發(fā)揮出本色的魅力。此外對《中級口語》課程性質(zhì)及教材作了說明,這部教材以具有一定漢語基礎(chǔ)的來華進(jìn)修的留學(xué)生為主要對象,課文內(nèi)容緊緊圍繞外國留學(xué)生的在華留學(xué)生活,選取留學(xué)生可能會遇到的情景,安排自然、生動的口語對話,以滿足留學(xué)生的日常生活需要。第二部分是本文的主體,本人在留學(xué)生中級口語的課堂教學(xué)實(shí)踐中,結(jié)合情景式教學(xué)法,對稱呼、問候與道別、道謝與道歉、恭維贊揚(yáng)與謙遜辭讓、宴請與送禮等幾種重要的交際文化進(jìn)行了實(shí)踐和研究。第三部分是教學(xué)效果分析,在具體的教學(xué)實(shí)踐過程中,情景式教學(xué)法無疑是一個(gè)很適合的方法,通過讓學(xué)生做口語表達(dá)練習(xí),能更大程度地激發(fā)學(xué)生的學(xué)習(xí)興趣,增加學(xué)生的現(xiàn)場真實(shí)感。從學(xué)生的期中考試和期末考試的反饋成績來看也十分理想,全班同學(xué)均過及格線,80分以上的學(xué)生占班級總數(shù)的三分之一。
[Abstract]:In this paper the author teaches students "intermediate oral English" classroom teaching practice, to explore how the communicative culture into the situational teaching method. A total of three parts. The first part of the whole research background and oral English teaching and cultural teaching and situational teaching method are outlined. Language and culture are interdependent and interaction of culture. Is the content of language. The language contains a large number of cultural information, simple language learning tools just pure sense of learning, it is impossible to implement. Only the language and culture together, and applied to communication, language will play a distinctive charm. In addition to the "nature and intermediate oral textbooks on the course described the textbooks to students with some Chinese based study in China as the main object, the content of the text focus on foreign students to study in China, select the left Students may encounter situations, arrangement of natural, vivid dialogues, to meet the daily needs of students. The second part is the main body of this article, I am in the classroom teaching practice of intermediate spoken students, to call with the situational teaching method, and greetings and said goodbye, thanks and apologies, compliments and modest responses, banquets and gifts etc. several important cultural communication research and practice were carried out. The third part is the analysis of teaching effect, in the concrete teaching practice, situational teaching method is a very suitable method, through to allow students to do oral exercises, can greatly stimulate students' learning interest, increase students' sense of reality of the scene. The feedback from the performance test and final test period in view of the students is also very good, the classmates all pass the line, more than 80 students accounted for the total number of class 1/3.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李婧;徐謹(jǐn);;對外漢語初級階段口語課教學(xué)現(xiàn)狀調(diào)查及教學(xué)對策[J];長春金融高等�？茖W(xué)校學(xué)報(bào);2011年04期

2 付蘭梅;;對外漢語口語課程詞匯教學(xué)過程中文化因素的導(dǎo)入[J];長春理工大學(xué)學(xué)報(bào)(社會科學(xué)版);2008年04期

3 周健;試論文化混融語境中的交際與漢語教學(xué)[J];漢語學(xué)習(xí);2000年04期

4 易杳;;國家漢辦主任許琳對話本刊記者 漢語文化“軟推廣”[J];w，

本文編號：1705026