本文選題：對(duì)外漢語 + 初級(jí)聽力課��； 參考：《華中科技大學(xué)》2013年碩士論文

【摘要】：近年來，對(duì)外漢語教學(xué)因漢語熱而倍受廣大學(xué)者重視，然而，對(duì)于漢語聽力教學(xué)的研究卻相對(duì)較少。聽力練習(xí)的重點(diǎn)是要學(xué)生理解內(nèi)容，從而達(dá)到能用第二語言與別人進(jìn)行溝通的目的，因此練習(xí)的設(shè)計(jì)應(yīng)以現(xiàn)實(shí)的交際情景為藍(lán)本。雖然現(xiàn)今的多媒體技術(shù)越來越發(fā)達(dá)，對(duì)外漢語聽力教學(xué)卻始終沿用傳統(tǒng)音頻作為聽力材料的來源。對(duì)于視頻輔助漢語學(xué)習(xí)者練習(xí)聽力的研究很匱乏，尤其是缺乏實(shí)際操作的實(shí)驗(yàn)研究。因此，本研究旨在通過進(jìn)行視頻輔助初級(jí)漢語聽力課堂教學(xué)的實(shí)驗(yàn)來探討視頻輔助對(duì)初級(jí)漢語學(xué)習(xí)者聽力理解和學(xué)習(xí)態(tài)度的影響。 本研究的研究對(duì)象是在華中科技大學(xué)學(xué)習(xí)漢語的初級(jí)漢語水平留學(xué)生。實(shí)驗(yàn)分為兩部分：第一部分是把學(xué)了漢語半個(gè)學(xué)期的留學(xué)生分為兩組，根據(jù)聽力材料展示手段的不同，進(jìn)行視頻和音頻輔助教學(xué)的對(duì)比分析，并且針對(duì)實(shí)驗(yàn)組設(shè)計(jì)問卷，希望了解學(xué)生對(duì)視頻輔助聽力教學(xué)的看法；第二部分實(shí)驗(yàn)是在課堂上使用《快樂漢語》情景劇進(jìn)行視聽說教學(xué)法，目的是通過嘗試在視頻輔助下用不同于傳統(tǒng)聽力課的教學(xué)方式，評(píng)估視聽說教學(xué)法在初級(jí)漢語課堂運(yùn)用的可行性。不過因?yàn)槌鯇W(xué)漢語的學(xué)習(xí)者可理解輸入及輸出都很有限，因此，第二個(gè)實(shí)驗(yàn)的研究對(duì)象是比第一個(gè)實(shí)驗(yàn)研究對(duì)象漢語水平稍高一點(diǎn)但仍歸類為初級(jí)漢語水平學(xué)習(xí)者的一個(gè)班級(jí)。除了利用能夠量化的問卷外，本實(shí)驗(yàn)還根據(jù)研究者的反思、學(xué)生的訪談回饋等進(jìn)行分析探討。 兩個(gè)實(shí)驗(yàn)的研究結(jié)論分別如下： （一）實(shí)驗(yàn)一 實(shí)驗(yàn)組在視頻輔助下進(jìn)行的聽力測(cè)試成績(jī)并沒有優(yōu)于音頻組。根據(jù)本研究的實(shí)際進(jìn)行情況推測(cè)原因可能是因?yàn)橄啾绕鹨纛l，情境視頻所補(bǔ)充的信息與測(cè)試內(nèi)容不符、學(xué)生需要時(shí)間適應(yīng)這種對(duì)他們而言較新鮮的教學(xué)模式，或視頻給予更多信息的同時(shí)造成了學(xué)生的認(rèn)知負(fù)荷。另外，在使用視頻輔助聽力教學(xué)時(shí)，應(yīng)充分考慮到留學(xué)生是否有相關(guān)生活經(jīng)驗(yàn)或背景知識(shí)來理解視頻內(nèi)容。而對(duì)實(shí)驗(yàn)組進(jìn)行的問卷調(diào)查則發(fā)現(xiàn)雖然過半數(shù)的學(xué)生認(rèn)為視頻輔助下的聽力練習(xí)沒有變簡(jiǎn)單，但他們相信這種用視頻輔助聽力教學(xué)的方式會(huì)對(duì)他們的漢語習(xí)得有幫助。 （二）實(shí)驗(yàn)二 根據(jù)課堂觀察發(fā)現(xiàn)，情景劇刺激下的課堂比只聽錄音的更能激發(fā)學(xué)生的學(xué)習(xí)興趣，課堂表現(xiàn)也活躍很多。視覺輔助（如說話者的語氣、肢體動(dòng)作和面部表情）能夠?qū)β犃?nèi)容進(jìn)行相關(guān)信息的補(bǔ)充，同時(shí)也提高了真實(shí)性。問卷反映學(xué)生對(duì)于這種方式教學(xué)的態(tài)度積極，也說明了教學(xué)方式的轉(zhuǎn)變可以促進(jìn)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。但是，視頻輔助教學(xué)容易存在語速快，詞匯難等問題，所以選取教材時(shí)應(yīng)謹(jǐn)慎考慮，課堂教學(xué)進(jìn)行期間也需要老師更多的指導(dǎo)。 最后，筆者以本研究發(fā)現(xiàn)為基礎(chǔ)，從如何改進(jìn)聽力材料展示手段從而提升聽力理解能力出發(fā)，，給教師在教材選擇和教學(xué)過程上提出建議，并指出了設(shè)計(jì)此類研究需要注意的幾個(gè)方面問題，希望對(duì)未來進(jìn)行有關(guān)研究的研究者有一定的參考價(jià)值。
[Abstract]:In recent years, the teaching of Chinese as a foreign language has attracted much attention due to the hot Chinese language. However, the research on the teaching of Chinese listening is relatively small. The emphasis of the listening practice is to understand the content of the students, so as to achieve the purpose of communicating with other people in second language. Therefore, the design of practice should be based on the realistic communicative situation. Nowadays, the multimedia technology is becoming more and more developed, but the teaching of listening for Chinese as a foreign language has always been used as the source of listening materials. It is very scarce for the video assisted Chinese learners to practice listening, especially the lack of practical experimental research. Therefore, this study aims to pass on video assisted primary Chinese listening class teaching. The purpose of this study is to explore the effect of video assistance on listening comprehension and learning attitude of primary Chinese learners.
The research object is the junior Chinese students studying Chinese in Huazhong University of Science and Technology. The experiment is divided into two parts: the first part is to divide the students of Chinese for half a semester into two groups. According to the different means of listening materials, the contrast analysis of video and audio auxiliary teaching is carried out, and the design of the experimental group is designed. The questionnaire is intended to understand the students' views on video assisted listening teaching. The second part of the experiment is to use "Happy Chinese > sitcom" teaching method of audio-visual teaching in the classroom. The purpose is to evaluate the feasibility of audio-visual teaching method in the primary Chinese classroom by trying to use video assisted teaching methods different from traditional listening classes. But because the learners in Chinese can understand that the input and output are very limited, the subjects of the second experiments are a little higher than the first one, but they are still classified as a class of Junior Chinese learners. Besides using the quantified questionnaire, the experiment also is based on the researchers' reflection. The interview and feedback of the students are analyzed and discussed.
The conclusions of the two experiments are as follows:
(1) experiment 1
The results of the experimental group were not better than the audio group. According to the actual situation of the study, the reasons may be because the information supplemented by the situational video does not correspond to the content of the test, and the students need time to adapt to the new teaching model for them, or the video is given more. In addition, in the use of video assisted listening teaching, we should fully consider whether the students have relevant life experience or background knowledge to understand the content of video. Simple, but they believe that this way of video assisted listening teaching will help their Chinese acquisition.
(two) experiment two
According to the classroom observation, it is found that the classroom stimulated by sitcom can stimulate students' interest in learning more than only listening, and the classroom performance is very active. Visual aids (such as speaker's tone, body movement and facial expression) can supplement the relevant information of the listening content, but also improve the authenticity. The questionnaire reflects the students to this The attitude of the teaching method is positive. It also shows that the change of teaching method can promote the students' learning motivation. However, the video auxiliary teaching is easy to have fast language speed and difficult vocabulary, so it should be carefully considered when choosing the teaching material, and the teacher needs more guidance during the course of classroom teaching.
Finally, on the basis of this research, the author, based on how to improve the means of listening materials to improve the ability of listening comprehension, gives teachers suggestions on the selection of teaching materials and teaching process, and points out several problems that should be paid attention to in the design of this kind of research, hoping to have some reference to the researchers in the future. Value.

【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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