支架式教学法在对外汉语初级听力教学中的应用
发布时间：2018-09-19 08:31
【摘要】：在语言学习的“听”“说”“读”“写”中,“听”最为关键,处于首要地位。在日常生活中,“听懂”是交际的前提和基础,只有先听懂对方的语言,才能说出或表达出自己的话语和语言意义,所以听力教学在对外汉语教学中处于一个关键的位置。笔者通过实践教学发现,在对外汉语初级听力课堂上,学生刚刚接触汉语,对汉语还没有系统的认识,老师和学生都要面临很多困难和挑战,尤其是韩国学生容易将韩语语法的思维习惯用到汉语的学习中,出现“母语负迁移”的现象,在学习中还会常常会出现不知道该听什么、该怎么听的情况,时间久了不仅会影响学生学习汉语的积极性,而且还会打击学生学习的自信心。全文共分为六个部分,第一部分介绍了研究思路和方法,概述了选题缘起及研究价值,并且从国内和国外分别阐述了对外汉语教学的研究现状。第二部分首先根据实际教学情况,从汉语水平、学生特点和学习特点三方面介绍了学生的基本情况,接着从教学情况、教学目标和教学内容三方面介绍了课堂教学情况。第三部分首先介绍了支架式教学法的理论基础、教学环节和常见的学习支架类型等内容,然后概述了听力课的性质、听力理解的一般认知过程以及听力认知模型的构建。最后,探了将支架式教学与听力课在理论上进行结合的教学模式。第四部分结合前一部分的理论探究成果,选取一课进行教学设计。第五部分根据第四部分的教学设计进行了理论和实际相结合的具体分析,发现了一些问题,并针对这些问题提出了解决策略。第六部分,对全文进行总结。
[Abstract]:In language learning, listening, speaking, reading and writing are the most important and most important. In daily life, "understanding" is the premise and foundation of communication. Only when we understand the language of the other person, can we speak or express our own words and language meanings. Therefore, listening teaching plays a key role in teaching Chinese as a foreign language. Through practical teaching, the author finds that in the primary listening class of Chinese as a foreign language, students have just come into contact with Chinese and have no systematic understanding of Chinese. Both teachers and students have to face many difficulties and challenges. In particular, Korean students are apt to use the thinking habits of Korean grammar in the study of Chinese, and the phenomenon of "negative transfer of mother tongue" occurs. In learning, they often do not know what to listen to and how to listen. A long time will not only affect the enthusiasm of students to learn Chinese, but also affect the self-confidence of students. This paper is divided into six parts. The first part introduces the research ideas and methods, summarizes the origin and research value of the topic, and expounds the current research situation of teaching Chinese as a foreign language at home and abroad. The second part firstly introduces the basic situation of the students from three aspects: the level of Chinese, the characteristics of students and the characteristics of learning, and then introduces the situation of classroom teaching from three aspects: the teaching situation, the teaching goal and the teaching content. The third part first introduces the theoretical basis, teaching links and common types of learning scaffolds, and then summarizes the nature of listening class, the general cognitive process of listening comprehension and the construction of listening cognitive model. Finally, the paper explores the theoretical combination of scaffolding teaching and listening class. The fourth part combines the former part of the theoretical research results, select a lesson for teaching design. In the fifth part, according to the teaching design of the fourth part, the author makes a concrete analysis of the combination of theory and practice, finds out some problems, and puts forward some solutions to these problems. The sixth part summarizes the full text.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
本文编号：2249596
[Abstract]:In language learning, listening, speaking, reading and writing are the most important and most important. In daily life, "understanding" is the premise and foundation of communication. Only when we understand the language of the other person, can we speak or express our own words and language meanings. Therefore, listening teaching plays a key role in teaching Chinese as a foreign language. Through practical teaching, the author finds that in the primary listening class of Chinese as a foreign language, students have just come into contact with Chinese and have no systematic understanding of Chinese. Both teachers and students have to face many difficulties and challenges. In particular, Korean students are apt to use the thinking habits of Korean grammar in the study of Chinese, and the phenomenon of "negative transfer of mother tongue" occurs. In learning, they often do not know what to listen to and how to listen. A long time will not only affect the enthusiasm of students to learn Chinese, but also affect the self-confidence of students. This paper is divided into six parts. The first part introduces the research ideas and methods, summarizes the origin and research value of the topic, and expounds the current research situation of teaching Chinese as a foreign language at home and abroad. The second part firstly introduces the basic situation of the students from three aspects: the level of Chinese, the characteristics of students and the characteristics of learning, and then introduces the situation of classroom teaching from three aspects: the teaching situation, the teaching goal and the teaching content. The third part first introduces the theoretical basis, teaching links and common types of learning scaffolds, and then summarizes the nature of listening class, the general cognitive process of listening comprehension and the construction of listening cognitive model. Finally, the paper explores the theoretical combination of scaffolding teaching and listening class. The fourth part combines the former part of the theoretical research results, select a lesson for teaching design. In the fifth part, according to the teaching design of the fourth part, the author makes a concrete analysis of the combination of theory and practice, finds out some problems, and puts forward some solutions to these problems. The sixth part summarizes the full text.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
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