【作者】 王静；

【导师】 徐方富； 刁世兰；

【作者基本信息】 中国石油大学(北京) ， 汉语国际教育（专业学位）， 2021， 硕士

【摘要】 马尔代夫作为“一带一路”沿线国家,与中国的合作越来越紧密,政府重视汉语教学,2019年成立了汉语语言中心,但是汉语教学未能达到期望的效果。原因之一是汉语教师采用传统教学法,重输入而轻输出,学生学习兴趣不高,课堂参与性低,因此影响了教学效果。为此,笔者利用在马尔代夫任教的机会开展教学实验,尝试将思维导图教学模式引入课堂,以激发学生学习兴趣、增强学习记忆,以改善学习效果。本文依据思维导图教学模式的基础理论,针对学生特点进行了教学设计,将思维导图融入汉语综合课课堂教学。在马尔代夫比拉邦国际学校选取三年级两个班:实验班(A)和控制班(B),进行历时3个月的教学实验,随后对两个班级进行成绩和调查问卷对比分析,以观测思维导图应用的效果;并对实验班5名学生采取访谈,调查学生对思维导图教学模式的看法。实验结果和访谈反馈表明,与传统教学法相比,思维导图教学模式能够提高学生的学习成绩、提升学习兴趣,学生更加喜欢思维导图的教学模式。本研究探索了思维导图教学模式在马尔代夫汉语综合课教学中的应用,希望为对外汉语教师同行提供借鉴。更多还原

【Abstract】 As a country included in the Belt and Road Initiative,the Maldives has become increasingly closer to China.Its government attaches great importance to Chinese language teaching and established the Chinese Language Teaching Center in 2019.But Chinese language teaching in the country has failed to achieve desired results.One reason is that teachers of Chinese tend to use traditional methods,stressing language input while ignoring its output.Therefore,students are not interested in learning,and classroom participation remains low,which affects the teaching results.For this reason,the author,taking the opportunity of working in Maldives as a volunteer teacher of the Chinese language,tried to introduce mind map into the classroom by conducting an experiment in order to stimulate students′ interest in learning,enhance their learning memory and improve their academic performance.Based on the basic theories of the mind map teaching model,this thesis designs a teaching plan targeted at the characteristics of local students,teaching them drawing mind maps in the Chinese comprehensive courses,and conducts a three-month teaching experiment.Two classes of Grade-Three students were selected for the experiment from the Billabang International School where the author worked: Experimental Class(A)and Control Class(B).At the end of the experiment,a test was conducted together with a questionnaire in both classes for a comparison of the teaching results of mind map application,and five students from the experimental class were interviewed to collect their comments on the teaching model of mind mapping.The experiment results and interviews afterwards indicate that,compared with traditional methods,the mindmap mode can improve students’ academic performance,and enhance their interest in learning.The students interviewed all expressed their preference to the mindmap mode.This paper explores the application of the mindmap mode in teaching integrated Chinese courses in Maldives.It is hoped that this effort provide some reference and guidance for other teachers of Chinese as a second language.更多还原