情景教学法在肯尼亚初级汉语综合课中的应用研究

发布时间：2018-06-11 21:58

本文选题：肯尼亚汉语教学 + 情景教学法　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着中国影响力的逐渐扩大,世界上学习汉语的人越来越多,海外汉语教学也随之发展起来。肯尼亚是最先引入汉语教学的非洲国家,因为条件限制,初级综合课是当地最普遍的汉语课程。情景教学法有悠久的历史,一直被认为是非常有效的第二语言教学法。传入我国后,情景教学法在对外汉语教学中发挥了重要作用。笔者在肯尼亚肯雅塔大学孔子学院教汉语期间,结合肯尼亚汉语教学现状和肯雅塔大学孔子学院的基本情况,研究了情景教学法的应用范围和分类。笔者发现情景可以用作交流媒介,讲解语言点,化解非预设事件,营造良好氛围和丰富课外活动;情景分类包括展示实物、图片,表演情景,言语描述构拟情景,游戏活动和多媒体技术。所以情景教学法可以应用于肯尼亚汉语教学。随后笔者以某一初级水平班级作为教学对象,通过对教学对象年龄因素、学习动机和语言水平的分析,以及教学场景和道具的准备,对该班进行了初级汉语综合课的情景式教学设计,并对此次设计做出分析评价。笔者还针对情景教学法的应用情况,对孔院其他教师和笔者所教班级的学生进行了访谈,发现了情景教学法应用于初级综合课中的问题,并从教师和情景创设两个方面提出对情景教学法应用的改进建议。最后,笔者分析了情景教学法应用的必要性,并指出本文研究的不足和期许。
[Abstract]:With the gradual expansion of China's influence, more and more people in the world are learning Chinese, and overseas Chinese teaching has also developed. Kenya was the first African country to introduce Chinese language teaching. Situational approach has a long history and has been regarded as a very effective second language teaching method. After its introduction into China, situational teaching plays an important role in teaching Chinese as a foreign language. During the teaching of Chinese at the Confucius Institute of Kenyatta University in Kenya, the author studied the application and classification of situational teaching method according to the present situation of Chinese teaching in Kenya and the basic situation of Confucius Institute of Kenyatta University. The author found that the scene can be used as communication medium, explaining language points, resolving non-preset events, creating a good atmosphere and enriching extracurricular activities. Games and multimedia technology. So situational teaching method can be applied to Kenyan Chinese teaching. Then the author takes a primary level class as the teaching object, through the analysis of the age factors, learning motivation and language level of the teaching object, as well as the preparation of the teaching scene and props. This class has carried on the primary Chinese synthesis class scene teaching design, and has made the analysis appraisal to this design. In the light of the application of situational teaching method, the author interviewed other teachers and students of the class taught by the author, and found that the situational teaching method was applied to the primary comprehensive class. Suggestions for improving the application of situational teaching method are put forward from two aspects: teachers and situational creation. Finally, the author analyzes the necessity of the application of situational teaching method, and points out the deficiency and expectation of this study.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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