认知心理视角下的对外汉语词汇课堂教学研究

发布时间：2018-03-22 13:49

本文选题：词汇教学　切入点：课堂教学　出处：《华中师范大学》2012年博士论文　论文类型：学位论文

【摘要】：词汇是语言的重点,而词汇教学一直是语言教学的难点。对外汉语教学中,词汇教学也一直处在比较难以处理的境地。词汇系统本身的特点和语言教学的方式决定了课堂上的词汇教学具有一定的难度,不容易达到理想的教学效果。本文主要研究对外汉语词汇的课堂教学,从认知心理的角度考察对外汉语词汇课堂教学的历史和现状,在此基础上提出相应的设想并进行教学实验,以找到能够落实于具体的课堂、改进词汇教学效果的原则和方法。全文分为八个部分。第一章绪论部分主要阐述了选题缘由,并对已有的对外汉语词汇教学的成果进行了梳理和总结,选取了有代表性的文章进行介绍,在此基础上提出本文的研究目标和方法。第二章从认知心理学的角度出发,考察语言学习过程中的心理因素和过程,从心理词典的角度探讨了外语词汇的学习、积累和提取方式,总结前人对词汇学习的观点,并与现阶段的语言教学实际结合。第三章的主要内容是回顾历史上曾经出现过的有代表性的教学法,通过对这些具体的教学方法的考察,总结出词汇教学在外语教学中的发展历程,对外汉语教学也是外语教学的一种,我们也梳理了对外汉语教学的发展史,发现对外汉语词汇教学一直处在受忽视的地位。第四章考察了当前对外汉语词汇教学的依据,包括汉语教学课堂的类型、课程设置、教学大纲、教材编写等方面,课堂类型决定了教学的对象和场所,课程设置和教学大纲规定了所要教授的内容,教材则是课堂教学不可缺少的组成部分,规定了每节课的目标词汇,教学依据对词汇的课堂教学产生一定的指导作用。第五章考察了当前对外汉语教学课堂实际的词汇教学情况。我们选取了不同教学课堂、不同班级的综合课进行考察,对教师的教学方式和学生的反应进行观察、记录和相关的访谈,发现大多数教师的词汇教学过程松散粗略,并未根据学生和班级的特点进行有针对性的设计,教师进行词汇释义时效率偏低,学生在词汇教学环节中的参与度不高,针对词汇的课堂操练较少,基本上没有布置关于词汇知识的作业,由此可见,教师和学生都未对课堂词汇教学给予应有的重视,词汇教学的效果自然谈不上理想。第六章根据前面已有的调查数据和结果,分析了词汇教学的重要性,以及在课堂上教师和学生的作用与关系,并明确了汉语词汇课堂教学环节的具体目标,在该目标的指导下,针对对当前外汉语词汇教学的大纲、教材、课程设置提出了一些改进意见,对教学法的运用、教师授课的方式提出了一些能够落实于课堂的原则,并对教师的能力和素质提出了一定的要求。第七章的主要内容为教学实验。根据考察和分析得到的结论,结合当前的实际情况,面向不同年龄、不同背景的汉语学习者,对对外汉语词汇课堂教学的过程进行教学实验,主要包括呈现、释义、操练和作业,分别进行了分环节的教学实验和多环节的教学实验,并在实验课之后进行测试,发现实验课上目标词汇的教学效果优于非实验课,这说明对外汉语词汇的课堂教学有可能并且有必要进行改进。第八章为本文的结论和进一步研究的方向。
[Abstract]:Vocabulary is the focus of language, vocabulary teaching is a difficult language teaching. In teaching Chinese as a foreign language, vocabulary teaching has been relatively difficult to deal with the situation. The characteristics and the language teaching vocabulary system itself depends on the way of vocabulary teaching in the classroom has a certain degree of difficulty, not easy to reach the ideal classroom teaching effect. This paper mainly studies the Chinese vocabulary teaching, study history and current situation of Chinese vocabulary teaching from the cognitive psychology, on the basis of the corresponding ideas and teaching experiment, to find it out to the classroom, the principles and methods to improve the effect of vocabulary teaching.
The full text is divided into eight parts.
The first chapter mainly introduces the reasons for choosing the topic, and summarizes the existing achievements of vocabulary teaching in TCFL, selects representative articles to introduce, and puts forward the research objectives and methods based on this.
The second chapter from the perspective of cognitive psychology, study psychological factors in the process of language learning and discusses the process of vocabulary learning from the perspective of mental lexicon, accumulation and extraction methods, summarizing the views on vocabulary learning, combined with the actual stage of language teaching.
The main content of the third chapter is a review of past teaching method representative, through the investigation of the specific teaching methods, summed up the development of vocabulary teaching in foreign language teaching, foreign language teaching is a kind of foreign language teaching, we also sort out the history of the development of teaching Chinese as a foreign language, found Chinese vocabulary teaching has been neglected.
Examines the current Chinese vocabulary teaching on the basis of the fourth chapter, including the type of Chinese classroom teaching, curriculum, teaching syllabus, teaching materials and so on, classroom type determines the teaching objects and places, the curriculum and the teaching syllabus of the teaching content, teaching is an indispensable part of classroom teaching, regulations each class of the target words in vocabulary teaching based on classroom teaching has a guiding role.
The fifth chapter examines the situation of vocabulary teaching in TCFL classroom practice. We selected the different class, different classes of integrated curriculum, the teachers' teaching methods and students' responses were observed, recorded and related interviews, found loose vocabulary teaching mostteachers rough, not according to the characteristics of students and the class of targeted design, teachers' vocabulary meaning low efficiency in vocabulary teaching, students in the process of participation is not high, the vocabulary classroom exercises less on vocabulary knowledge of homework, no arrangement basically shows that teachers and students are not given due attention to vocabulary teaching and vocabulary teaching. The natural effect not ideal.
The sixth chapter according to the survey data and analysis results, the importance of vocabulary teaching, and teachers in the classroom and students' role and relationship, and clearly the specific goal of Chinese vocabulary teaching in the classroom, under the guidance of the goal for the current foreign language vocabulary teaching syllabus, teaching materials, curriculum is put forward some suggestions for improvement, application of teaching method, teaching mode and puts forward some principles to implement in the classroom, and puts forward some requirements for teachers' ability and quality.
The main content of the seventh chapter is the teaching experiment. According to the investigation and analysis of the conclusions, combined with the current situation, for different age, different backgrounds of Chinese learners of Chinese vocabulary teaching experiment teaching, mainly including presentation, interpretation, practice and operation, respectively for the teaching experiment processes the teaching experiment and multi link, and tested in the experimental class after the experiment found that class target vocabulary teaching effect is better than the non experimental class, the classroom teaching of Chinese as a foreign language vocabulary is possible and necessary to be improved.
The eighth chapter is the conclusion of this paper and the direction of further research.

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195

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