书面理解的心理过程及其在对外汉语中级阅读教学中的应用

【作者】 马媛媛；

【导师】 张娟芳；

【作者基本信息】 西北大学 ， 汉语国际教育（专业学位）， 2014， 硕士

【摘要】 本文立足于中级对外汉语阅读课课堂教学,以《发展汉语中级阅读Ⅰ》为研究对象,通过理论联系实践的方法,试图在书面理解的心理过程的相关理论指导下对对外汉语中级阅读课教学进行设计,以期提高对外汉语中级阅读课的课堂教学质量,为对外汉语中级阅读课的实际教学提供借鉴和参考。文章共分为四个部分。第一部分是绪论,主要说明选题的背景和意义以及研究内容和方法,介绍外语阅读教学与心理学的关系,阐述本文研究的宏观背景。第二部分主要论述对外汉语阅读教学中书面理解的心理过程,分别阐述了词、句子、语段及篇章理解的心理过程及有效策略。第三部分是在书面理解心理过程理论的基础上对对外汉语中级阅读课教学进行设计。首先,根据教学对象的学习特点及所用教材的特点对教学目标、教学原则、教学内容进行了总体设计。其次,在此基础上应用书面理解的心理过程的理论重点对对外汉语中级阅读课词汇教学法、句子教学法、语段及篇章教学法进行了具体的设计,并针对教材内容设计了明确的教学过程。再次,以《发展汉语中级阅读Ⅰ》中的一课教学内容为例做出了具体的教案设计,并做出了相应的分析与反思。第四部分是文章的结论,在理论分析与教学实践的基础上得出了如下结论：如同其他实践性较强的领域,对外汉语中级阅读教学必须在一定的理论指导下有效地进行。书面理解心理过程的相关理论与阅读课教学因其关注点的相关性而具有不可忽视的紧密关系,所以,基于书面理解的心理过程进行对外汉语中级阅读课教学设计可行性较高。笔者在此基础上所进行的教学实践亦反映出,书面理解心理过程理论指导下的课堂教学效果明显,且具有进一步深入的空间。因此,从事对外汉语阅读教学的教师应熟知书面理解的心理过程,并能将理论上的素养融入于具体的课堂教学实践。更多还原

【Abstract】 This paper, with The Development of Chinese Intermediate Chinese Reading I as the research object and some relative psychological theories as the theoretical basis, endeavors to merge the recent achievements in the psychological process of written understanding into the intermediate Chinese reading teaching. It contains four parts. The first part is the introduction, which mainly introduces the background and importance of the very research, the research contents and research methods, and also the relationship between foreign language reading and psychology. The second part centers on the relationship between psychological process of written understanding and teaching Chinese reading to foreign students. It introduces the research findings of reading rules and related psychological phenomena, laying the emphasis on the psychological process of words, sentences, discourse and passage. The third part focuses on teaching design of intermediate Chinese reading class under the guide of the psychological process of written understanding. It firstly carries on the overall design according to the teaching object, teaching principles, teaching objectives, and teaching contents. Then it discusses how to conduct a teaching design for intermediate Chinese reading class on the basis of getting good command of the psychological process of students’written understanding. And practically it provides a specific teaching design for one lesson from The Development of Chinese Intermediate Chinese Reading as an example. The fourth part is the conclusion, which claims that practical teaching entails theoretical guide, and theories on written understanding benefits a lot in teaching Chinese reading to foreign students, and therefore teachers in this field are expected to merge the knowledge of written understanding into practical teaching.更多还原