【作者】 王虹；

【导师】 夏迪娅·伊布拉音；

【作者基本信息】 新疆大学 ， 汉语国际教育（专业学位）， 2019， 硕士

【摘要】 问答是一种最基本的师生互动形式,在课堂教学过程中,不仅可以激发学生对已学知识的思考,更能让学生主动参与到学习中来。部分教师只注重了“问”,强调“答”,却忽视了从问到答这一过程中的“导答”。导答是指教师在学生误答或没有答案时给予学生及时引导和正面处理的一个过程,是课堂问答环节的一个重要组成部分。导答不仅是教师在课堂教学过程中的一项基本教学技能,而且也是激发学生学习动机和潜能的一种重要方式,能够最大程度的实现课堂中问答环节的有效性,最终实现课堂教学的有效性。教师要不断完善和丰富课堂导答技巧,在设计和使用导答方法时要遵循合理的导答原则,使课堂教学的问答环节更顺畅、更生动,更合情合理。教师应从学生的认知角度和心理出发,根据学生现处的学习阶段和现有的知识量为学生建构一个知识框架,尽可能地去启发和引导学生自主发现和掌握一定的学习规律,营造一种轻松的学习氛围,激发学生的学习动力,减少学生畏难情绪和焦虑感的同时激发学生学习汉语的热情。本文在前人研究成果的基础之上结合实际的课堂教学案例进行理论与实践的探索分析,以对外汉语的学科特点、教学内容和学生情况为出发点,把对外汉语课堂提问教学后的教师反馈作为切入点,综合运用课堂观摩、案例分析及问卷调查等研究方法,着重对课堂提问后教师的导答运用情况进行了记录整理和分析。笔者在观摩课堂教学过程中对导答的运用情况进行了记录,同时,对教师及学生进行了问卷调查。本文通过对对外汉语课堂教学中导答的运用情况进行研究,以对教师和学生的调查研究为基础,说明导答在对外汉语课堂教学中的重要性,进而通过对实际课堂的观摩记录进行具体分析,归纳总结了课堂教学过程中授课教师们运用导答的情况及常用的导答方式,再通过三个课堂教学案例,分析探讨了如何最大程度地提高课堂导答的有效性,并且针对目前对外汉语课堂上存在的导答问题,从导答应遵循的原则出发,最后提出了导答的优化策略和方法。更多还原

【Abstract】 Question and answer is a basic form of teacher-student interaction.In the process of classroom teaching,question and answer can not only stimulate students to think about the learned knowledge,but also enable students to actively participate in learning.Some teachers only pay attention to "question" and emphasize "answer",but they neglect the "guidance" from the process of asking and answering.The guidance is a process in which the teacher gives the students timely guidance and positive treatment when the students have misanswered or have no answers.It is an important part of the classroom question and answer session.The guidance is not only a basic teaching skill of the teacher in the classroom teaching process,but also an important way to stimulate students’ motivation and potential.It can maximize the effectiveness of the question and answer session in the classroom and ultimately realize the effective classroom teaching.Teachers should constantly improve and enrich the classroom guidance skills.When designing and using the guidance method,we must follow the principle of reasonable guidance,so that the Q&A of classroom teaching is smoother,more vivid and more reasonable.Teachers should construct a knowledge framework based on the students’ cognitive perspective and psychology,according to the students’ current learning stage and the existing knowledge,and inspire and guide students to discover and master certain learning rules as much as possible.A relaxed learning atmosphere stimulates students’ motivation to learn,reduces students’ fear and anxiety,and stimulates students’ enthusiasm for learning Chinese.Based on the previous research results,this paper combines the actual classroom teaching cases to explore and analyze the theory and practice.Taking the characteristics of Teaching Chinese as a foreign language,the content of teaching and the situation of students as the starting point,this paper takes the teacher feedback after teaching Chinese as a foreign language as entry point,comprehensive use of classroom observation,case analysis and questionnaire survey and other research methods,focusing on the use of the teacher’s guidance after the classroom questions and recorded and analyzed.The author recorded the use of the guidance in the course of watching the classroom teaching.At the same time,the questionnairesurvey was conducted for teachers and students.This paper studies the use of the guidance in the teaching of Chinese as a foreign language,based on the investigation and research of teachers and students,explains the importance of the guidance in the teaching of Chinese as a foreign language,and then through the observation of the actual lessons.The analysis summarizes the situation of the instructors in the classroom teaching process and the commonly used method of guiding and answering.Then through three classroom teaching cases,it analyzes how to maximize the effectiveness of classroom guidance,and The question of the guidance in the teaching of Chinese as a foreign language starts from the principle that the guidance should follow,and finally proposes the optimization strategy and method of the guidance.更多还原