国际学校对外汉语读写一体化教学设计研究

发布时间：2018-11-05 13:42

【摘要】：在汉语国际的大背景下,国内隶属于国际文凭(IB)组织的国际学校均要求开设汉语课作为第二语言。随着国际学校对汉语教学要求的不断提高,中学阶段(11岁-16岁)的第二语言教学大纲对各个发展阶段都做出了听、说、读、写各项技能的具体发展目标和评估标准,其中阅读与写作两项对于初、中、高各发展阶段的学生来说均存在较大的难度。本论文是在上述背景之下,立足于课堂教学实践而进行的读写一体化的教学设计研究,以期改变长久以来在单一枯燥的分项教学模式下,阅读与写作教学效率低下,学生读写能力停滞不前和厌学的现状。本论文针对国际学校对外汉语教学较之传统意义上的对外汉语教学的特殊性,根据国际学校语言B大纲的发展目标和评估标准,以及阅读与写作分项教学所存在的问题,在国内外相关的研究成果的基础上,提出了读写一体化教学的思路。本次研究通过对教学方案设计、课堂教学过程和测试结果的信息搜集与数据采集,对实验结果进行定性和定量分析,并结合不同水平组的读写一体化教学设计的方案样例,进一步探究教学方案设计的特性,归纳出读写一体化教学设计的阶段性模式以及整体性、自主性和发展性等特点,用实例和数据证明了读写一体化教学优于传统的读写分项教学,能有效提高外国学生的汉语阅读与写作能力。这种读写一体化的教学模式为学生提供了更多自主学习和探究的机会,帮助学生学会学习；能降低阅读与写作的难度,帮助学生缓解和消除对阅读与写作的产生的抵触情绪,找到阅读理解与写作的突破口。与此同时,读写一体化的教学也利于促进教师编排和创作更系统合理的教材,设计出更有效的课堂写作任务,从而推动教师设计出能够检验“教”与“学”双向效果的水平测试题。本次研究探讨在国际学校对外汉语课堂教学中如何突破难点,设计出合理有效的教学方案,将阅读与写作结合起来,组织学生在对阅读材料的自主探究中了解作者的写作意图,在对作者所表达的观点做出回应的过程中梳理出可以借鉴的表达方法,再运用阅读材料所提供的写作技巧,紧密结合自己的个人经验进行写作训练的思路,为提高国际学校的对外汉语阅读与写作教学提供了具有创新性的参考和建议。
[Abstract]:Under the background of Chinese International, all the international schools affiliated with the International Diploma Organization (IB) require the opening of Chinese as a second language. With the increasing requirements for Chinese teaching in international schools, the second language syllabus at the secondary school level (11 to 16 years old) has been used to listen to, speak, read and write about the specific development goals and evaluation criteria of various skills at all stages of development. The two items of reading and writing are difficult for the students at the beginning, middle and high levels of development. Under the above background, this thesis is a teaching design research based on classroom teaching practice, which aims to change the low efficiency of reading and writing teaching under the single and boring teaching mode for a long time. The status quo of students' stagnant reading and writing ability and weariness of study. This thesis aims at the particularity of TCFL in international schools compared with the traditional teaching of TCFL, according to the development goals and evaluation criteria of syllabus B of international school language, as well as the problems existing in the itemized teaching of reading and writing. On the basis of related research results at home and abroad, this paper puts forward the idea of integrated reading and writing teaching. Through the teaching scheme design, the information collection and data collection of the classroom teaching process and the test results, the experiment results are qualitatively and quantitatively analyzed, and combined with the example of the integrated teaching design of reading and writing of different level groups. Further probing into the characteristics of teaching scheme design, we conclude the stage mode of integrated teaching design of reading and writing, as well as the characteristics of integrity, autonomy and development, etc. Examples and data show that the integrative teaching of reading and writing is superior to the traditional teaching of reading and writing, and it can effectively improve the ability of Chinese reading and writing of foreign students. This integrated teaching mode of reading and writing provides more opportunities for students to learn and explore independently, and helps students learn to learn. It can reduce the difficulty of reading and writing, help students alleviate and eliminate the resistance to reading and writing, and find a breakthrough in reading comprehension and writing. At the same time, the integrated teaching of reading and writing is also conducive to promoting teachers to arrange and create more systematic and reasonable teaching materials, and to design more effective classroom writing tasks. So as to promote teachers to design a horizontal test that can test the two-way effect of teaching and learning. This study explores how to break through the difficulties in teaching Chinese as a foreign language in international schools, design a reasonable and effective teaching plan, combine reading with writing, and organize students to understand the author's writing intention in the independent inquiry of reading materials. In the process of responding to the views expressed by the author, I sort out the expression methods that can be used for reference, and then use the writing skills provided by the reading materials, and combine my own personal experience with the thinking of writing training. It provides innovative reference and suggestions for improving the teaching of reading and writing of TCFL in international schools.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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