对外汉语听力教学的问题与建议

发布时间：2018-01-09 10:24

本文关键词：对外汉语听力教学的问题与建议　出处：《山东大学》2011年硕士论文　论文类型：学位论文

【摘要】：目前高校里的对外汉语教学主要按照听、说、读、写分技能设课,听力课一般作为必修课而存在,听力技能的训练对于学生其他语言能力的发展至关重要,但听力课的实际课堂教学效果一般,成为对外汉语教学中的薄弱环节。针对这一问题,不少学者从课程、教材、技巧等方面进行听力教学研究,取得了不少成果。然而制约听力课教学发展的问题仍未得到解决,听力课堂的教学效果有待提高。本文以传播学的视角,在重点章节运用传播学理论以及教育学、心理学理论,结合实证对听力课堂教学进行研究。在听力课堂传播活动中,听力教师是传播者,学生是受众,传播者和受众是听力课堂传播的两大主体；听力课堂的传播活动是双向的,传播者和受众会相互转化；听力教师、学生、教材、教学媒介因素都对听力课堂传播效果产生影响。笔者对山东大学和北京语言大学留学生和听力教师展开调查,考察传播主体的特征、传播主体对听力课堂传播效果和传播要素的评价和建议。共收回有效问卷171份,其中初、中级留学生163份、听力教师8份；访谈听力教师8人,高级视听说课学生5人。调查分析结果显示,对外汉语听力课的重要性得到90%以上听力教师和留学生的认同；留学生对听力课堂传播过程的满意度一般；影响学生满意度的最重要因素是教材和教学方法,其中教材的难度与学生的焦虑感确一定的相关性,教学方法直接影响到了学生的兴趣和注意力；听力教师与学生都更倾向于选择视听说课。本文基于以上的调查分析结果提出可行性律议。首无.存听力课堂传播中.教师要重视学生的反馈,全面采集反馈信息,并根据学生的反馈及时调整听力教学；其次,,i发适合学生需求的听力教材,注意合理设置听力教材的多样性、真实性和难度,开发针对不同阶段的视听说教材；第三,运用适当的教学方法,注意教学方法的多样化、交际性、互动性；最后,优化听力课程设置,完善开展视听说课的条件。
[Abstract]:At present, the teaching of Chinese as a foreign language in colleges and universities is mainly based on listening, speaking, reading and writing skills. Listening courses generally exist as compulsory courses. The training of listening skills is of great importance to the development of students' other language abilities. However, the actual classroom teaching effect of listening lesson is general, which becomes a weak link in teaching Chinese as a foreign language. In view of this problem, many scholars have conducted listening teaching research from curriculum, teaching materials, skills and so on. Many achievements have been made. However, the problems restricting the development of listening teaching have not been solved, and the effect of listening teaching needs to be improved. This paper, from the perspective of communication, applies the theory of communication, pedagogy and psychology to the study of listening classroom teaching. The listening teacher is the communicator, the student is the audience, the communicator and the audience are the two main bodies of the listening classroom communication; The communication activity in listening classroom is two-way, the communicator and the audience will transform each other; Listening teachers, students, teaching materials, teaching media factors all have an impact on the effect of listening classroom communication. The author investigates the students and listening teachers of Shandong University and Beijing language and Culture University to investigate the characteristics of the main body of communication. A total of 171 effective questionnaires were collected, of which 163 were intermediate students and 8 were listening teachers. Interview 8 listening teachers and 5 senior audio-visual students. The results show that the importance of listening lessons as a foreign language has been recognized by more than 90% listening teachers and international students. The students' satisfaction with the process of listening communication is general; The most important factors affecting students' satisfaction are the teaching materials and teaching methods, in which the difficulty of teaching materials and the anxiety of students are certain correlation, teaching methods directly affect the interest and attention of students; Both listening teachers and students tend to choose audiovisual classes. Based on the results of the above investigation and analysis, this paper puts forward the feasibility law. First, no. Teachers should pay attention to students' feedback and collect feedback information. And according to the feedback of students, timely adjustment of listening teaching; Secondly, we should give out listening materials suitable for students' needs, pay attention to the diversity, authenticity and difficulty of listening textbooks, and develop audio-visual teaching materials for different stages. Third, use appropriate teaching methods, pay attention to the diversity of teaching methods, communicative, interactive; Finally, optimize the listening curriculum, improve the conditions for the development of audiovisual classes.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

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