本文選題：翻轉(zhuǎn)課堂 + 國(guó)際漢語(yǔ)教學(xué)�。� 參考：《吉林華橋外國(guó)語(yǔ)學(xué)院》2017年碩士論文

【摘要】：“翻轉(zhuǎn)課堂”教學(xué)模式是一種基于現(xiàn)代教育技術(shù)輔助教學(xué),與傳統(tǒng)教學(xué)模式完全不同的“課前學(xué)習(xí)知識(shí)、課堂內(nèi)化知識(shí)”的新型課堂組織形式。本論文基于傳統(tǒng)教學(xué)模式下初級(jí)漢語(yǔ)口語(yǔ)課堂教學(xué)占用過(guò)多課時(shí)、學(xué)生主動(dòng)性不夠等情況,以及國(guó)外無(wú)目的語(yǔ)環(huán)境下漢語(yǔ)教學(xué)課時(shí)短缺、教學(xué)資源匱乏和教學(xué)效果不佳的現(xiàn)狀,通過(guò)文獻(xiàn)查閱、案例分析和對(duì)比試驗(yàn)三種研究方法,并緊密結(jié)合國(guó)際漢語(yǔ)初級(jí)口語(yǔ)課程的特點(diǎn)與教學(xué)原則和翻轉(zhuǎn)課堂模式的教學(xué)理念,在建構(gòu)主義學(xué)習(xí)理論、認(rèn)知負(fù)荷理論、游戲化學(xué)習(xí)理論、情景教學(xué)法理論和教學(xué)設(shè)計(jì)理論五種基礎(chǔ)理論的指導(dǎo)下,嘗試構(gòu)建了基于傳統(tǒng)與翻轉(zhuǎn)兩種教學(xué)模式的對(duì)比教學(xué)設(shè)計(jì),以探討翻轉(zhuǎn)課堂教學(xué)模式在國(guó)際漢語(yǔ)初級(jí)口語(yǔ)課堂中實(shí)施的可行性。在此基礎(chǔ)上,筆者通過(guò)廈門(mén)中學(xué)西漸信息科技有限公司Chinlingo線上教學(xué)平臺(tái)的教學(xué)實(shí)踐,總結(jié)和歸納出將翻轉(zhuǎn)課堂教學(xué)模式應(yīng)用于國(guó)際漢語(yǔ)初級(jí)口語(yǔ)課堂的優(yōu)點(diǎn)和不足,從而摸索和構(gòu)建合適的國(guó)際漢語(yǔ)口語(yǔ)翻轉(zhuǎn)課堂教學(xué)模式,提高初級(jí)漢語(yǔ)教學(xué)的教學(xué)效果。筆者認(rèn)為,在國(guó)外無(wú)目的語(yǔ)環(huán)境下開(kāi)展國(guó)際漢語(yǔ)教學(xué),翻轉(zhuǎn)課堂教學(xué)模式更能適應(yīng)國(guó)外課時(shí)少、教學(xué)資源匱乏的處境,更符合外國(guó)漢語(yǔ)學(xué)習(xí)者的學(xué)習(xí)特點(diǎn),也更能科學(xué)調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性和積極性,從而提高國(guó)際漢語(yǔ)教學(xué)的效果。而國(guó)際漢語(yǔ)初級(jí)口語(yǔ)課程作為國(guó)際漢語(yǔ)教學(xué)中最關(guān)鍵、最首要的一個(gè)環(huán)節(jié),將會(huì)決定我們能否挖掘更多潛在的漢語(yǔ)學(xué)習(xí)者和保有更多忠實(shí)的中國(guó)文化認(rèn)同者。筆者還認(rèn)為,翻轉(zhuǎn)課堂模式應(yīng)用于國(guó)際漢語(yǔ)教學(xué),雖然還處于初步探索的階段,國(guó)外可提供的漢語(yǔ)教學(xué)設(shè)備不是很完善,教學(xué)團(tuán)隊(duì)和教學(xué)技術(shù)也還不是很成熟,但在全球信息化時(shí)代背景的推動(dòng)下,國(guó)際漢語(yǔ)翻轉(zhuǎn)課堂教學(xué)模式“以學(xué)生為中心,輕松學(xué)習(xí)漢語(yǔ)”的教學(xué)理念將會(huì)得到越來(lái)越多漢語(yǔ)教師和漢語(yǔ)學(xué)習(xí)者的認(rèn)可,將來(lái)把翻轉(zhuǎn)課堂模式應(yīng)用于國(guó)內(nèi)外漢語(yǔ)課堂教學(xué),甚至線上漢語(yǔ)教學(xué)的條件會(huì)越加成熟,國(guó)際漢語(yǔ)教育事業(yè)的發(fā)展也會(huì)越加迅猛,漢語(yǔ)全球化大目標(biāo)的實(shí)現(xiàn)將不再是紙上談兵。本論文中不足的是,筆者因個(gè)人信息技術(shù)水平和教學(xué)實(shí)踐時(shí)間有限,在運(yùn)用翻轉(zhuǎn)課堂教學(xué)模式進(jìn)行國(guó)際漢語(yǔ)初級(jí)口語(yǔ)課堂教學(xué)的實(shí)踐經(jīng)驗(yàn)不夠,實(shí)施操作也不夠熟練,所以本論文的教學(xué)實(shí)施研究還處于表層探討,沒(méi)有得到很理想的結(jié)果,還需要在后續(xù)的研究中繼續(xù)投入實(shí)踐,總結(jié)經(jīng)驗(yàn),不斷深入,希望能對(duì)自己或者同行具有借鑒意義。
[Abstract]:The "flipping classroom" teaching mode is a new type of classroom organization which is based on modern educational technology and is completely different from the traditional teaching mode of "learning knowledge before class and turning knowledge into classroom knowledge". This thesis is based on the situation that the primary oral Chinese class takes up too many hours and the students' initiative is not enough under the traditional teaching mode, and the present situation of the shortage of Chinese teaching time, the lack of teaching resources and the poor teaching effect in foreign countries. Through literature review, case analysis and comparative test, and combining closely with the characteristics and teaching principles of international primary spoken Chinese course and the teaching idea of flipping classroom model, the author puts forward three research methods: constructivist learning theory, cognitive load theory, and so on. Under the guidance of five basic theories, game learning theory, situational teaching method theory and instructional design theory, this paper attempts to construct a comparative teaching design based on the traditional and flip teaching modes. In order to explore the feasibility of flipping classroom teaching mode in the international Chinese primary oral class. On this basis, through the teaching practice of Chinlingo online teaching platform of Xiamen Middle School Westward Information Technology Co., Ltd., the author summarizes and summarizes the advantages and disadvantages of applying the flipping classroom teaching mode to the international primary spoken Chinese class. In order to improve the teaching effect of primary Chinese teaching, this paper tries to explore and construct a suitable teaching mode of international spoken Chinese teaching. The author believes that international Chinese teaching in foreign countries with no target language can be adapted to the situation of less class hours and lack of teaching resources in foreign countries, and it is more suitable for the learning characteristics of foreign Chinese learners. It can also arouse students' learning initiative and enthusiasm scientifically, so as to improve the effect of international Chinese teaching. As the most key and most important link in international Chinese teaching, the international Chinese primary oral course will determine whether we can tap more potential Chinese learners and retain more loyal Chinese cultural identity. The author also believes that the flipping classroom model is still in the initial stage of exploration, the Chinese teaching equipment provided by foreign countries is not very perfect, and the teaching team and teaching technology are not very mature. However, driven by the background of the global information age, the teaching concept of "student-centered, easy learning Chinese" will be recognized by more and more Chinese teachers and learners. In the future, the flipping classroom mode will be applied to Chinese classroom teaching at home and abroad, and even the condition of online Chinese teaching will be more mature, and the development of international Chinese language education will be more and more swift and violent. The realization of the great goal of Chinese globalization will no longer be on paper. The deficiency of this thesis is that due to the limited time of personal information technology and teaching practice, the author has not enough practical experience in using the flipping classroom teaching mode to carry out the international Chinese primary oral teaching, and is not proficient in the implementation of the teaching. Therefore, the teaching implementation of this paper is still in the surface of the discussion, has not got a very good result, but also needs to continue to put into practice in the follow-up research, summing up experience, and deepening, hoping to be able to use for reference to themselves or their peers.
【學(xué)位授予單位】：吉林華橋外國(guó)語(yǔ)學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3;G434
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本文編號(hào)：1780522