经改良的3P模式在对外汉语中级综合课堂教学中的应用

发布时间：2018-06-22 07:30

本文选题：3P模式 + 交际能力　；参考：《复旦大学》2011年硕士论文

【摘要】：3P模式是目前世界上第二语言教学的主流模式。该模式把语言教学分为三个阶段：展示(presentation)→练习(practice)→表达(production)。它重视的是形式操练、教师有控制地进行课堂教学以及学生学习语言的准确性。其不足之处在于,比起学生在真实语境中的实践,它更重视以教师为中心,忽视了学生在学习中的主体地位,并导致课堂教学活动缺乏真正交际性。本教学设计在充分体现3P模式在语言形式教学方面的优势的同时,探讨将3P模式结合真实汉语语境的教学方法,强调“以学生为中心”,关注学生在对外汉语课堂学习中的主体地位,并探讨如何在3P模式的对外汉语课堂教学中为学生提供真正交际的机会。首先在课堂教学前加入“准备”(preparation)环节,其次在预习中设定“调查采访”的任务,促使学生在真实语境中和中国人交流,而且在之后设定“表现”(performance)环节,为学生提供自由表达思想、发现语言错误的机会。另外将“展示”(presentation)和“操练”(practice)结合成一个环节,针对之前“表现”中学生所出现的问题,用多种教学活动训练学生的汉语技能。最后设置“产出”(production)环节,让学生在之前学习知识结构、操练生词句型的基础上,用汉语自由表达某一任务。本教学设计选择《我的汉语教室(中级一)》的第九课《带他们去哪里玩儿好呢》的一篇课文作为实践教材,选择日本成人小班为实验组。在实验组教学的同时,本教学设计还将设置对照组,在教学通过实验组和对照组进行比较分析后,教学设计将得到改进,并以改善组的实践进行验证。通过实验发现,改良的3P模式能够通过预习培养学生的学习习惯,保证课堂时间的有效分配；通过调查活动促使学生和中国人交流,提供了运用汉语的真实语境；“表现”和“产出”使学生在课堂操练中获得的交际能力得到有效检测和巩固。同时也发现诸多不足：预习的不可控性,学生在课前预习时的压力过大,课堂教学时间紧张。改善方法为控制预习的数量和质量,并且更加严格地控制课堂教学活动时间安排。经过改善,学生的课堂接受效果有了进一步地提高。
[Abstract]:The 3 P mode is the main mode of second language teaching in the world. The model divides language teaching into three stages: showing (presentation) practice (practice) expression (production). It pays attention to formal practice, teachers' controlled classroom teaching and the accuracy of students' language learning. Its shortcoming is that it pays more attention to teacher-centered than students' practice in real context, neglects students' main position in learning, and leads to the lack of real communication in classroom teaching activities. While fully embodying the advantages of the 3P model in language form teaching, this teaching design explores the teaching method of combining the 3P model with the real Chinese context, emphasizing "student-centered". This paper focuses on the main position of students in the classroom learning of TCFL and discusses how to provide students with real communication opportunities in the teaching of TCSL with the 3P model. First, the "prepare" (preparation) link is added before the classroom teaching, and secondly, the task of "investigation and interview" is set in the preview to encourage students to communicate with the Chinese in the real context, and then to set up the "performance" (performance) link. To provide students with the opportunity to express their ideas freely and to discover language errors. In addition, combining "display" (presentation) and "practice" (practice) into one link, aiming at the problems of "performance" in middle school students before, we train students' Chinese skills with a variety of teaching activities. Finally, the "output" (production) link is set up so that students can express a task freely in Chinese on the basis of learning the knowledge structure and practicing the sentence patterns of new words. This teaching design chooses the text of lesson 9 of "my Chinese classroom (Intermediate 1)" where to take them to play "as the practical teaching material, and chooses the small class of Japanese adults as the experimental group. At the same time, the teaching design of the experimental group will also set up a control group. After the teaching is compared and analyzed between the experimental group and the control group, the teaching design will be improved and verified by the practice of the improved group. Through experiments, it is found that the improved 3P model can cultivate students' study habits and ensure the effective allocation of classroom time through preview, promote students to communicate with Chinese through investigation activities, and provide the real context of using Chinese. "performance" and "output" can effectively test and consolidate the communicative competence acquired by students in class practice. At the same time, many shortcomings are found: the uncontrollability of preview, the pressure of students to prepare before class, and the tight classroom teaching time. The methods are to control the quantity and quality of preparation, and to control the schedule of classroom teaching activities more strictly. After improvement, students' classroom acceptance effect has been further improved.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

【引证文献】