泰北中学生汉语夏令营情况调查研究

发布时间：2018-05-19 13:59

本文选题：汉语营 + 第二语言教学　；参考：《云南师范大学》2015年硕士论文

【摘要】：外语夏令营活动是一种效率极高的外语短期教学形式。随着泰国的汉语教学事业越来越热,汉语夏令营活动(以下简称“汉语营”)也在泰国的基础教育与高等教育中发展迅速,泰北地区的中学生“汉语营”在泰国汉语短期教育中具有代表性。本论文主要采用问卷的方式对泰北中学生“汉语营”的活动策划阶段、实施过程阶段以及学生的感受评价进行调查分析,总结了泰北中学生“汉语营”活动组织的情况特点,发现泰北中学生“汉语营”优点作用很多,是一种利于学生学习汉语、中国文化的高效的教学方式,但同时也存在时间安排不合理、教学内容量大且趣味性不足、师生沟通存在问题等不足,因而提出应根据学生水平、兴趣选择教学内容,使用主题式、交际性任务型教学方式,适当使用泰语辅助沟通等针对性改进策略,旨在为“汉语营”组织教师,尤其是新任汉语教师志愿者提供参考与帮助。
[Abstract]:Foreign language summer camp is a highly efficient form of short-term foreign language teaching. With the increasing popularity of Chinese language teaching in Thailand, Chinese summer camp activities (hereinafter referred to as "Chinese camps") have also developed rapidly in Thailand's basic and higher education. Middle school students in northern Thailand "Chinese Camp" in Thai short-term Chinese education is representative. This paper mainly adopts the questionnaire method to investigate and analyze the activity planning stage, the implementation process stage and the students' feeling evaluation of the "Chinese Camp" of the middle school students in northern Thailand, and summarizes the characteristics of the organization of the "Chinese Camp" activities of the middle school students in the north of Thailand. It is found that there are many advantages of "Chinese Camp" in middle school students in northern Thailand, which is an efficient teaching method for students to learn Chinese and Chinese culture, but at the same time, it also has unreasonable time arrangement, large teaching capacity and insufficient interest. There are some problems in the communication between teachers and students, so we should choose the teaching content according to the students' level, choose the teaching content, use themed, communicative task-based teaching methods, appropriately use the Thai language to assist communication, and so on. The aim is to provide reference and help for teachers, especially new Chinese teacher volunteers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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