情景教学法在对外汉语中级口语教学中的应用

发布时间：2018-03-03 13:42

本文选题：中级汉语口语课　切入点：情景教学法　出处：《渤海大学》2016年硕士论文　论文类型：学位论文

【摘要】：情景教学法是二十世纪兴起的一种外语教学方法,重视听说,强调情景感知,是对外汉语教学过程当中提高口语水平非常行之有效的方法。在汉语学习的中级阶段更是如此。但在实际教学当中,口语课教师只是按部就班讲解课本知识,并没有针对性的进行情景设置将理论与实际情景相结合。所以,在不断地积累经验和借鉴已有研究成果的基础上,以情景教学法的特点和原则为支撑点,并将实施情景教学法的一般程序和情景种类作为根据。在中级口语课的背景下,从适合应用情景教学法的词汇、语法、文化这三个方面入手,把情景教学法与口语课融合,并具体到把情景教学法引入到一堂完整的口语课当中,以《在家靠父母,出门靠朋友》为例。通过教师有针对性的引入,让学生沉浸在恰当的情景之中,将理论和实际充分的结合起来,提高口语表达能力和交际能力。最后,通过调查问卷的形式,分别从教师、同行、教学对象三方面对教学效果进行评价,通过反馈结果反思教学的不足进行分析。为今后对情景教学法所进行的研究提供了一定的依据。希望通过这种尝试能够使情景教学法有效的运用到对外汉语中级口语教学当中,使其发挥真正的价值,也为支持情景教学法的教师和研究者提供一些有用的参考。
[Abstract]:Situational approach is a foreign language teaching method developed in 20th century. It attaches importance to listening and speaking and emphasizes situational perception. It is a very effective way to improve spoken language level in the process of teaching Chinese as a foreign language. This is especially true in the intermediate stage of Chinese learning. But in actual teaching, the oral language teachers only explain the textbook knowledge step by step. Therefore, on the basis of accumulating experience and drawing lessons from the existing research results, it is supported by the characteristics and principles of situational teaching method. Under the background of the intermediate oral class, the situational teaching method is combined with the oral class from the three aspects of vocabulary, grammar and culture, which are suitable for the application of the situational teaching method, and the author takes the general procedure and the situation type of the situational teaching method as the basis for the implementation of the situational teaching method. And concretely introduce the situational teaching method into a complete oral class, take "rely on parents at home, rely on friends" as an example. Through the introduction of targeted teachers, let students immerse themselves in appropriate situations. Combining theory with practice to improve oral expression ability and communicative competence. Finally, through the form of questionnaire, the author evaluates the teaching effect from three aspects: teachers, peers and teaching objects. This paper analyzes the shortcomings of reflective teaching through feedback results, which provides a basis for future research on situational teaching methods. It is hoped that the situational teaching method can be effectively applied to the teaching of spoken Chinese as a foreign language in the middle level, in the hope that it can be effectively applied to the teaching of spoken Chinese as a foreign language. It also provides some useful reference for teachers and researchers who support situational teaching method.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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