新疆中学汉语教学受汉语系语文教学迁移影响的调查研究

发布时间：2018-02-28 13:02

本文关键词： 汉语教学汉语系语文教学教师教学行为迁移影响　出处：《新疆师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本研究在双语教育的大背景下,在国内外教师教学行为研究的基础上,运用文献分析法、观察法和调查法,对中学汉语教师的队伍现状、师资培养现状和教学资源的使用状况进行分析研究。笔者抽取全疆七个地区的十三所中学的近155位汉语老师,通过对他们的教学行为进行调查和访谈发现:汉语教师对“课标”的了解不足;其次,专门针对民语系学生学习汉语的教学资源匮乏;第三,汉语教师的独立性不够,过分依赖汉语系语文教学。这说明汉语教学在课程资源、教学资源、教师行为等多方面受到汉语系语文教学的迁移影响,甚至直接套用汉语系语文教学已成熟资料的现象十分普遍。之后,笔者以《民族中小学汉语课程标准(义务教育)》《全日制民族中小学汉语课程标准(试行)》《义务教育语文课程标准(2011年版)》和学生的学习效果为依据,对新疆中学汉语教学受汉语系语文教学的迁移影响进行了具体的分析。结果表明,这种方式并不利于民语系中学生学习汉语,不但不能调动其学习汉语的积极性,甚至使学生产生逆反心理,最终不利于他们的汉语学习。基于本研究所做的调查和观察,以及对新疆中学汉语教学受汉语系语文教学迁移影响的状态分析,我们建议教育管理部门,第一,加强汉语课程资源的开发;第二,进一步发展汉语教师队伍。建议广大从事汉语教学的汉族教师,第一,要尽可能多地了解民语系学生;第二,在教学方法上,要尽量与汉语系语文区别化;第三,让学生的日常生活也成为汉语课程资源的一部分。建议广大从事汉语教学的少数民族教师,提高个人素养,并加强专业技能。此外,不同民族的老师之间应互相听课、学习、借鉴,多沟通、多交流,共同教研、一起备课,汉语教师在汉语教学中所受到汉语文教学的正迁移和积极影响应充分发挥并推广,尽量避免和消除负迁移和消极影响,最终促进新疆中学汉语教学质量的全面提升。
[Abstract]:Under the background of bilingual education and on the basis of the research of teachers' teaching behavior at home and abroad, the present situation of Chinese teachers in middle schools is studied by using the methods of literature analysis, observation and investigation. The present situation of teacher training and the use of teaching resources were analyzed and studied. The author selected nearly 155 Chinese teachers from 13 middle schools in seven regions of Xinjiang. Through the investigation and interview of their teaching behavior, it is found that the Chinese teachers do not know enough about the "curriculum standard"; secondly, they are short of teaching resources specially for the students of the Chinese language department; thirdly, the independence of the Chinese teachers is not enough. This shows that Chinese teaching is influenced by the transfer of Chinese language teaching in many aspects, such as curriculum resources, teaching resources, teachers' behavior, etc. It is very common to even directly apply the mature materials of Chinese teaching in Chinese department. After that, The author bases on the Chinese Curriculum Standard (compulsory Education) of National Primary and Middle Schools, the Chinese Curriculum Standard of Full-time ethnic Primary and Middle Schools (on trial), the Chinese Curriculum Standard of compulsory Education (2011), and the students' learning effect. This paper makes a concrete analysis of the influence of the transfer of Chinese language teaching in the middle school Chinese teaching in Xinjiang. The results show that this method is not conducive to the learning of Chinese by the middle school students of the Chinese language family, and can not only not arouse their enthusiasm for learning Chinese. Based on the investigation and observation made in this study, and the analysis of the state that the teaching of Chinese in Xinjiang is influenced by the transfer of Chinese teaching in Chinese department, We suggest that the educational administration should, first, strengthen the development of Chinese language curriculum resources; second, further develop the contingent of Chinese teachers; and suggest that the vast number of Han Chinese teachers engaged in Chinese teaching should, first, learn as much as possible about students of the Chinese language family; second, In terms of teaching methods, we should try to distinguish them from Chinese as far as possible. Third, let the daily life of students become part of the Chinese curriculum resources. It is suggested that the majority of ethnic minority teachers engaged in Chinese teaching should improve their personal accomplishment. In addition, teachers of different nationalities should listen to each other, learn from each other, learn from each other, communicate more, communicate more, work together in teaching and research, and prepare lessons together. The positive transfer and positive influence of Chinese teachers in Chinese teaching should be brought into full play and popularized to avoid and eliminate negative transfer and negative influence as far as possible so as to promote the overall improvement of Chinese teaching quality in Xinjiang.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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