【作者】 张茜；

【导师】 陈孟云；

【作者基本信息】 云南大学 ， 汉语国际教育， 2015， 硕士

【摘要】 输入输出理论是第二语言习得研究中的重要理论,贯穿于对外汉语教学过程的始终。教师提问是课堂教学的重要组成部分,关系到课堂的教学效果和师生的互动情况,同时也是提高学生语言运用能力的一种重要的教学技巧。教师提问是一个输入过程,在这一过程中要遵循克拉申输入假说中可理解输入的原则。教师采取合理的提问方式对学生进行可理解输入,从而引导学生可理解输出,这一过程是学生二语习得成功的关键,学生的可理解输出也是保证课堂教学中学生主体地位的重要条件。对外汉语教学的最终目的是培养学生运用汉语进行交际的能力,让学生学会说汉语,用汉语进行交际。然而对外汉语传统教学法往往忽视对学生语言运用能力的培养,因此培养学生的语言运用能力在当前对外汉语教学中具有十分重要的意义。教师在培养学生语言运用能力时应充分结合第二语言教学和习得的相关理论,在一定理论基础上开展相应的教学实践。基于输入输出理论的教师提问技巧为学生提供了更多开口说话的机会,有效调动了课堂教学中的师生互动,是培养学生语言运用能力的一种重要教学技巧。美国在中国开办的许多汉语教学项目如：CET项目、正S项目、明德项目、佛蒙特项目等充分运用了二语习得研究中的输入输出理论,结合课堂教学中教师提问技巧,注重课堂教学中的师生互动,尤其重视对学生语言运用能力的培养,取得了良好的教学效果,对我国对外汉语教学有着重要的借鉴意义。笔者选取了在对外汉语教学中占据核心地位的综合课为研究对象,以教学设计为切入点,以教师提问技巧为线索,以输入输出理论为依托,以培养学生语言运用能力为导向,做了综合课中汉字、词汇、语法的教学法教学示例和教学设计,来探究教师提问技巧在综合课汉字、词汇、语法教学中的运用。更多还原

【Abstract】 Input and output theory is important in the study of second language acquisition theory, throughout the process of teaching Chinese as a foreign language. Teachers’ uestioning is an important part of classroom teaching, is related to the effect of classroom teaching and the interaction between teachers and students, but also improve students’ ability of language use is an important teaching skills.Teacher questions is an input process, in this process should follow the principle of comprehensible input in the input hypothesis of krashen.In student teachers take reasonable way of asking questions and comprehensible input, output, so as to guide students to understand the process is a key to the success of students’ second language acquisition, students can understand the output are also the important condition of guarantee the classroom teaching middle school students’ main body status.The ultimate goal of teaching Chinese as a foreign language is to cultivate students’ ability to use Chinese for communication, let the students learn to speak Chinese, use Chinese for communication.However, traditional Chinese as a foreign language teaching methods often ignore the cultivation of students’ language skills, thus develop the students’ ability of language use in the current teaching Chinese as a foreign language is of great significance.Teachers in training students’ ability to use language should be fully combined with the theory of second language teaching and acquisition, to a certain theory basis to carry out the corresponding teaching practice.Teachers’ questioning techniques based on the theory of the input and output provides students with more opportunities to speak, effectively mobilize the interaction between teachers and students in the classroom teaching, is a kind of important teaching to cultivate students the ability of using language skills.The project such as set up many of the Chinese language teaching in China:CET projects, IES, middlebury, vermont projects use the input and output in the study of second language acquisition theory, combining teachers’ questioning techniques in the classroom teaching, the interaction between teachers and students in classroom teaching, especially attaches great importance to the cultivation of students’ language using ability, has obtained the good teaching effect, teaching Chinese as a foreign language in China has important significance.The author selected the core status of comprehensive course in teaching Chinese as a foreign language as the research object, by teaching design as the breakthrough point, to teachers’questioning techniques as the clue, which is based on theory of input and output, training students’ language pragmatic competence oriented, made a comprehensive course in the teaching of Chinese characters, vocabulary, grammar teaching examples and design, to explore teachers’ questioning techniques in the comprehensive course is applied to the teaching and learning of Chinese characters, vocabulary and grammar.更多还原