对外汉语教师课堂有效教学行为研究

发布时间：2018-03-24 07:35

本文选题：对外汉语教师　切入点：课堂教学行为　出处：《陕西师范大学》2015年硕士论文

【摘要】：对外汉语教师是对外汉语教学的直接参与者,是各项教学任务的完成者和最终实现者,在对外汉语教学中发挥着举足轻重的作用。然而,在实际教学中我们发现,目前汉语的教学质量和教学成果还不尽如意,远远不能满足汉语迅速发展的需要。教师的无效教学行为时有发生,因此提高教师的课堂有效教学行为就显得尤为重要。本论文根据笔者在陕西师范大学兼职近一年的教学经验以及笔者在此期间所了解的最真实的资料为依据,通过对陕西师范大学国际汉学院的师生在导入、手势、以及提问三个环节进行问卷调查以及访谈,通过对教师和学生问卷调查的对比分析,发现师生在这些教学行为上存在的差异,从而给教师一些启示,优化自己的教学行为。论文共分为七个部分。第一部分为绪论,主要是对课堂教学行为的概念、教学行为的分类、研究现状、研究意义、研究内容和方法进行论述。第二部分是对问卷调查的说明,笔者主要从调查的目的、调查对象、调查的设计与实施以及调查结果四个方面进行说明。第三部分是教师课堂有效教学行为的理论依据,主要从建构主义理论和马斯洛的需要理论两个方面来阐述。第四部分是导入行为,主要从导入的定义以及对课堂导入的调查分析进行阐述,最后提出对教学的反思。关于课堂导入笔者主要调查了导入频率、导入时长、教师和学生对导入作用的认识以及导入方法这四个方面。第五部分是手势,笔者主要阐述了手势的定义和手势与课堂教学的关系、手势的问卷调查以及分析,在手势的问卷调查分析上,笔者主要调查了手势的使用、对手势作用的认识、手势方式的固定与自由以及手势在语音教学中的具体使用四个环节,最后通过问卷调查的结果提出对教学的反思。第六部分是提问行为,笔者主要从提问的定义、关于提问的问卷调查以及对教学的反思三个方面展开,笔者主要从问题的分配、提问后等待的时间、问题的形式三个方面对提问行为的有效性进行调查。第七部分是总结,主要是对研究的过程进行回顾,并提出了研究的意义和不足之处,最后提出了对研究的展望,希望能够给对外汉语教师提供借鉴。
[Abstract]:Teachers of Chinese as a foreign language are the direct participants in teaching Chinese as a foreign language, as well as the finalists and implementers of various teaching tasks, and play an important role in the teaching of Chinese as a foreign language. However, in the actual teaching, we find that, At present, the quality of Chinese teaching and teaching results are not satisfactory, far from meeting the needs of the rapid development of Chinese. Teachers' ineffective teaching behavior occurs from time to time. Therefore, it is particularly important to improve the effective teaching behavior of teachers. This paper is based on the author's part-time teaching experience of nearly one year in Shaanxi normal University and the truest information the author has learned during this period. Through the questionnaire survey and interview to the teachers and students of Shaanxi normal University International Han College in the introduction, gesture and question, through the comparative analysis of teachers and students questionnaire survey. The paper is divided into seven parts. The first part is the introduction, mainly about the concept of classroom teaching behavior. The second part is the explanation of the questionnaire survey, the author mainly from the purpose of the investigation, the object of investigation, The third part is the theoretical basis of teachers' effective teaching behavior. Mainly from constructivism theory and Maslow's need theory. The fourth part is the introduction behavior, mainly from the definition of the introduction and the classroom introduction of the investigation and analysis. Finally, the author puts forward the reflection on the teaching. The author mainly investigates the frequency of the introduction, the duration of the introduction, the teachers and students' understanding of the role of the introduction and the method of the introduction. The fifth part is the gesture. The author mainly expounds the definition of gestures and the relationship between gestures and classroom teaching, the questionnaire survey and analysis of gestures. In the questionnaire analysis of gestures, the author mainly investigates the use of gestures and the understanding of their functions. The fixed and free gestures and the specific use of gestures in phonetic teaching are four links. Finally, through the results of the questionnaire survey, the author puts forward the reflection on teaching. The sixth part is questioning behavior, the author mainly from the definition of questioning, The author mainly investigates the effectiveness of questioning behavior from three aspects: the distribution of the question, the waiting time after the question, and the form of the question. The seventh part is a summary. This paper reviews the process of the research, points out the significance and deficiency of the research, and finally puts forward the prospect of the research, hoping to provide a reference for teachers of Chinese as a foreign language.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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