泰国初中生中级汉语口语课堂教学设计

【作者】 刘媛媛；

【导师】 马德强； 沈蓉；

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

【副题名】以乌隆他尼Don Bosco Vitthaya School为例

【摘要】 口语教学是对外汉语教学的重要组成部分之一,很大程度上影响了汉语学习者的口头交际能力。教学设计是对外汉语教学中一个重要的环节,进行教学设计的目的是能在教学实践前对学习过程和学习资源有一个系统科学的安排。笔者担任泰国东北部乌隆他尼府的Don Bosco Vitthaya School汉语教师长达两年,并负责初中学生汉语口语课的教学工作。本文主要研究泰国初中生中级汉语口语课的教学,根据对外汉语教学理论,以泰国东北部乌隆他尼府的Don Bosco Vitthaya School初中部学习汉语的学生为教学对象进行课堂教学设计,探索适合中级汉语水平的教学模式,并最终落实到口语课堂教学中去。本文主要分为六个部分。第一部分为绪论,主要说明本文的选题来源与研究意义、研究的内容与研究方法,以及目前关于中级汉语口语课堂教学设计的研究现状。对教学设计的定义及特点做了总结,为本文的研究与撰写提供理论基础。第一章对目前汉语口语课的教学现状进行了分析。从教师、学习者、教材等三个方面总结了目前在泰国中级汉语口语课堂中存在的问题。第二章以《几点下课》为例进行了教学设计。笔者阐述了自己对泰国初中生中级汉语口语课堂教学设计的一些观点,包括设计的原则及技巧,如在口语教学中应突出实用主义原则、要精讲多练、以学习者为中心并坚持趣味性来进行教学设计等,并从笔者教学实际使用的教材中选取了《几点下课》进行教学设计。第三章是对口语课教学效果的评价及教学反思。使用不同的调查方式综合了采用新教学设计后学生学习情况的反馈,并从教材、学习者、教师等三个方面对泰国初中生中级汉语口语课堂需要加强和改进的地方做了总结。教材方面笔者认为有条件的学校可以自己组织汉语教师编写适合本校学生学习的汉语教材;学习者应当在学习过程中尽量避免母语负迁移带来的影响,采用有效地学习和练习方法为自己创造汉语学习环境;教师应该增加课堂提问及互动学习的方式、要根据学习者的学习目的进行教学设计、为了防止意外状况要在课前做充足的准备、要提高自身的外语水平等。最后一部分是结语,在这一部分笔者根据本文的研究内容对中级汉语口语课的教学设计给出了完善的建议,希望能给从事对外汉语教学的教师以及汉语学习者一些借鉴。更多还原

【Abstract】 Oral teaching is one of the most important parts of teaching Chinese as a foreign language.Teaching design is an important part of teaching Chinese as a foreign language.The purpose of t eaching design is to make a systematic and scientific arrangement of learning process and resour ces before teaching practice.The author has been working as a Chinese teacher at Don Bosco Vit thaya School in ulong thani,northeastern Thailand for two years,and is responsible for the teachi ng of oral Chinese for junior middle school students.This paper mainly studies the Thai interme diate spoken Chinese teaching in junior high school students,according to the theory of teaching Chinese as a foreign language,in northeastern Thailand udon he’s mansion of Don Bosco,Vittha ya School middle school students learning Chinese as the object of teaching in classroom teachin g design,explore the teaching model for intermediate Chinese level,and eventually to implement the oral English classroom teaching.This paper is divided into six parts.The first part is the introduction,which mainly explains the source of topic selection and research significance,research content and research methods,as well as the current research status on the teaching design of intermediate spoken Chinese classro om.The definition and characteristics of instructional design are summarized,which provides a t heoretical basis for the research and writing of this paper.The first chapter analyzes the present situation of the teaching of Chinese oral English.This paper summarizes the existing problems in the oral English class in Thailand.The second chapter takes "when to dismiss the class" as an example to carry on the teaching design.The author expounds his junior high school students in Thailand some views of intermediate spoken Chinese classroom teaching design,including design principles and skills,such as in the oral English teaching should highlight the pragmatism,earnestly to the practice,to learners as the center and adhere to the fun for the teaching design,etc.,and from the teaching of the practical use of the teaching materials of the class time for design.The third chapter is the evaluation and teaching reflection of oral English teaching.This paper USES different survey methods to synthesize the feedback of students’ learning situation after adopting the new teaching design,and summarizes the aspects that need to be strengthened and improved in the middle level spoken Chinese class of junior middle school students in Thailand from the aspects of teaching materials,learners and teachers.In terms of teaching materials,the author thinks that qualified schools can organize Chinese teachers to compile Chinese teaching materials suitable for students of our school.Learners should try their best to avoid the impact of negative transfer of mother tongue in the learning process,and use effective learning and practice methods to create a Chinese learning environment for themselves.Teachers should increase the way of classroom questioning and interactive learning,carry out teaching design according to learners’ learning purpose,make adequate preparation before class in order to prevent unexpected situations,and improve their foreign language level.The last part is the conclusion.In this part,teaching reflection is carried out,and perfect Su ggestions are given according to the research content of this paper,hoping to provide some refere nces for teachers engaged in teaching Chinese as a foreign language and Chinese learners.更多还原