【作者】 王芳；

【导师】 袁蕾；

【作者基本信息】 河南师范大学 ， 汉语国际教育（专业学位）， 2013， 硕士

【摘要】 当前“以学生为中心”的观点成为了教育界的主流思想，建构主义所倡导的“情境”、“协作”、“会话”等学习环境也得到了现代信息技术的大力支持，使得建构主义与教学实践日益紧密地结合起来，这对于对外汉语教学事业也有着重要的指导意义；而对于初级阶段中后期的学生来说，学习重点已从语音转向词汇，与人交际的需求也变得强烈，若是结合建构主义理论，通过联系已有知识和经验，在具体的情境中通过自主探索来建构新知识的意义，并通过会话、交流培养交际能力，能够取得更好的学习效果，为进入中级阶段的学习做准备。在这一背景下，本文主要探讨建构主义理论在初级汉语综合课中的运用，在分析建构主义的理论基础、教学模式，和初级汉语综合课的目标、性质、教学任务的基础上，以北京语言大学出版社出版的《初级汉语课本》（2004年第一版）第五十一课（第175-178页）为例，通过教学目标分析、情境创设、信息资源设计、自主学习设计、协作学习环境设计、学习效果评价设计、强化练习设计等环节进行教学设计，力求体现建构主义教学特点，以意义建构为目标，真实情境为背景，自主表述为方法，协作学习为途径，动态评价为反馈，以期望找到一种教师易于教、学生乐于学的教学方法。更多还原

【Abstract】 The " student-centered " point of view has become the mainstream ideology education, constructivismadvocated by the " situation"," cooperation "," conversation " and other learning environment has been thestrong support of modern information technology, make the constructivism and teaching practice moreclosely together, and also has important guiding significance for teaching Chinese as a foreign language;and for the latter part of the primary stage of students, learning focus from speech to vocabulary,communicating with people demand has become strong, if the combination of the theory of constructivism,knowledge and experience through contacts with existing, the specific situation through independentexploration to construct new knowledge and meaning, and communicative competence throughconversation, communication, to achieve better learning effect, to prepare for entry into the intermediatestage of learning.Under this background, this paper mainly discusses the application of Constructivism Theory in theelementary Chinese comprehensive course, on the basis of theory, analysis of constructivism teaching mode,basic and elementary Chinese comprehensive course objectives, characteristics, teaching task, the BeijingLanguage and Culture University Press published " Elementary Chinese Textbooks " fiftieth "as a case,analysis, through the teaching goal situation, information resource design, design of independent learning,collaborative learning environment design, learning evaluation design, strengthening practice design andother aspects of teaching design, to reflect the constructivism teaching characteristics, the meaningconstruction as the goal, the real situation as the background, the independent representation method,collaborative learning for the way, dynamic evaluation for feedback, we expect to find a teacher to teach,students willing to learn teaching method.更多还原