对外汉语零基础一对一综合课教学设计

发布时间：2018-01-14 17:34

本文关键词：对外汉语零基础一对一综合课教学设计　出处：《安阳师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：在经济全球化和文化全球化浪潮的猛烈冲击下，各领域之间都在不断地进行学习交流，其中语言全球化的趋势更是日趋明显。在中国大力推广英语教学的同时，也有越来越多的英国人开始加入到学习汉语的行列中，针对英国留学生的汉语教学研究也逐渐活跃丰富起来。除了在英国本土开展汉语教学之外，，中国国内关于来华留学生的相关研究也逐年增多。中国国内的对外汉语教学目前主要有两种教学模式：针对群体的集体教学和以学习者本人为主体的一对一教学。虽然来华学习汉语的英国人仍以成年人为主，但是包括少儿在内的零基础学员日渐增多，已经成为这支汉语学习大军中不可忽视的新生力量。因此，针对来华的英国零基础学员进行的一对一教学设计及个案研究，便有着积极的现实意义。笔者的教学对象为一位15岁的英国华裔女生，在2014年暑假对其进行了40天的目的语环境下的汉语教学，共计60课时。通过课内汉语教学活动和课外汉语文化体验，帮助该学生提高汉语能力。本论文是以《明天见》为教学内容所做的一篇对外汉语零基础一对一综合课教学设计，旨在为这方面的教学设计提供一点借鉴。全文共分为四部分：第一章绪论，主要阐述了论文选题的背景与意义，通过学习一对一教学研究的相关理论成果，对一对一汉语教育研究现状有了清楚的认识，本论文在已有研究的基础上选择恰当的研究方法，运用科学的教学方法开展教学活动。第二章是教学分析，主要从教学对象分析和教学环境分析两方面展开。教学对象分析包括对学习者的学习动机、年龄特点、学能、个人背景等个案研究的分析，以了解掌握学习者个性特点和学习需求。教学环境分析包括教师素质和授课环境的分析，通过对汉语教师的专业素养和目的语教学环境等客观因素进行结合比对，阐明这些外部因素对对外汉语教学策略及成效的影响。第三章展示了《明天见》共计两个课时的具体教学设计。在设计过程中主要运用听说法进行教学，本着人本主义的教学理念，及时关注学生的心理动态并适时调整教学步骤及节奏，运用多媒体教学手段、加入小游戏来活跃课堂气氛，调动学生的学习积极性。第四章是教学设计实施与反思，通过设计本课程教学步骤，结合实际课堂教学效果，对本次教学设计实施过程中得到的结果反馈进行总结与反思。
[Abstract]:Under the fierce impact of the tide of economic globalization and cultural globalization, all fields are constantly learning and communicating, among which the trend of language globalization is becoming more and more obvious. At the same time, China is vigorously promoting English teaching. There are more and more Britons begin to join the ranks of learning Chinese, the study of Chinese teaching for British students is also gradually active and rich, in addition to the development of Chinese teaching in the United Kingdom. At present, there are two main teaching modes of teaching Chinese as a foreign language in China:. Group teaching and one-to-one teaching with learners themselves as the main body, although the Britons who come to China to study Chinese are still mainly adults. However, the increasing number of zero-base students, including children, has become a new force that can not be ignored in this Chinese learning army. The one-to-one teaching design and case study for the British zero-base students in China have positive practical significance. The author's teaching object is a 15-year-old Chinese British girl. In 2014, the Chinese language was taught in the target language environment for 40 days in the summer vacation, with a total of 60 class hours, through Chinese teaching activities and extracurricular Chinese cultural experience. This paper aims to provide some references for the teaching design of a one-to-one comprehensive course of zero basis for Chinese as a foreign language, which is based on "see tomorrow" for the purpose of improving the students' Chinese ability. The full text is divided into four parts: The first chapter introduces the background and significance of the topic, through the study of the relevant theoretical results of one-to-one teaching research, there is a clear understanding of the current situation of one-to-one Chinese education research. On the basis of the existing research, this paper chooses the appropriate research methods and carries out teaching activities with scientific teaching methods. The second chapter is teaching analysis, mainly from teaching object analysis and teaching environment analysis. Teaching object analysis includes learners' learning motivation, age characteristics, learning ability. The analysis of individual background and other case studies to understand the individual characteristics and learning needs of learners. The analysis of teaching environment includes the analysis of teachers' quality and teaching environment. By comparing Chinese teachers' professional accomplishment with the objective factors such as the target language teaching environment, this paper expounds the influence of these external factors on the strategies and effects of teaching Chinese as a foreign language. The third chapter shows the specific teaching design of "see you tomorrow" for two hours. In the course of the design, we mainly use the method of listening and speaking to teach, in line with the humanistic teaching concept. We should pay close attention to the students' psychological trends and adjust the teaching steps and rhythm in time. We should join the Mini Game to activate the classroom atmosphere and arouse the students' enthusiasm in learning by means of multimedia teaching. Chapter 4th is teaching design implementation and reflection, through the design of the course teaching steps, combined with the actual classroom teaching effect, the results of the implementation of this teaching design feedback were summarized and reflected.
【学位授予单位】：安阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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