基于“成果—过程”结合法的中级汉语写作教学实证研究
发布时间：2019-01-08 07:54
【摘要】：在对外汉语写作教学中,中级阶段是一个关键期。刚进入该阶段的留学生一方面写作基础比较薄弱,另一方面,各类课程及考试又对他们“写”的能力提出了较高的要求。因此,在较短的时间内有效提高中级阶段留学生的汉语书面表达能力显得尤为重要。成果法和过程法作为第二语言写作教学最为常用的两种教学方法,二者的优劣之处都已通过实践证实。学者们认为,成果法重视作文的形式,而过程法重视作文的内容。因此,有学者提出了将成果法与过程法结合起来运用于对外汉语写作教学的设想,但对于结合的可行性和有效性,还需通过实践证明。本文以实验的方式探讨和分析了 “成果——过程”结合法对学生写作水平的影响。来自华中师范大学国际交流学院中级1班和2班的学生参与了这个为期16周的教学实验。四个月时间里,1班(实验班)的写作课采用结合法指导教学,2班(控制班)则采用单一的成果法指导教学。研究解决了将两种方法结合时,教学理念如何取舍的问题,并通过实验证明了结合法比单一的成果法更有利于提高该阶段留学生的写作能力。实验结果发现,在“成果——过程”法的指导下,实验班的学生普遍掌握了汉语写作的正确格式、常用标点符号的意义和用法,绝大多数学生能在课堂15分钟内写出150字左右的段落。与控制班相比,实验班的应试能力明显优于控制班,作文内容的丰富程度高于控制班,用词也更富于变化。但在语言使用的准确性上,实验班略逊于控制班。全文有五个章节。第一章为绪论,说明了选题缘由、研究意义,阐述了前人在该领域的研究成果。第二章介绍了本文的理论背景,即成果法和过程法的相关理论,提出了将二者结合的设想。第三章分析了教学对象以及教学内容,了解了学生的基本情况、现有写作水平及学习需求。第四章通过教学实验的设计与实施,从实证角度探索了结合法对学生写作水平的影响。第五章总结全文,并指出了研究的局限性与不足。
[Abstract]:In the teaching of writing as a foreign language, the intermediate stage is a key period. On the one hand, the writing foundation of foreign students entering this stage is relatively weak, on the other hand, all kinds of courses and examinations put forward higher requirements for their ability to "write". Therefore, it is very important to improve the Chinese written expression ability of international students in intermediate stage in a short time. The achievement method and the process method are the two most commonly used teaching methods in the second language writing teaching. The advantages and disadvantages of the two methods have been proved by practice. Scholars believe that the method of achievement attaches importance to the form of composition, while the method of process attaches importance to the content of composition. Therefore, some scholars put forward the idea of combining the method of achievement with the method of process in teaching writing as a foreign language, but the feasibility and validity of the combination should be proved by practice. This paper probes into and analyzes the influence of the combination of achievement and process on the students' writing ability by means of experiments. Students from the Intermediate Class 1 and Class 2 of Huazhong normal University's School of International Exchange participated in the 16-week teaching experiment. In four months, class 1 (experimental class) adopted the combination method to guide the teaching, while class 2 (control class) adopted a single result method to guide the teaching. The study solves the problem of how to choose and choose the teaching idea when the two methods are combined, and proves that the combined method is better than the single result method in improving the writing ability of the foreign students at this stage. The experimental results show that under the guidance of the "result-process" method, the students in the experimental class generally master the correct format of Chinese writing, the meaning and usage of punctuation marks commonly used. Most students can write about 150 words in 15 minutes in class. Compared with the control class, the test ability of the experimental class is obviously better than that of the control class, the richness of the composition content is higher than that of the control class, and the words are more varied. However, in the accuracy of language use, the experimental class is inferior to the control class. The full text has five chapters. The first chapter is the introduction, explains the reason of the topic, the significance of the research, and describes the previous research results in this field. The second chapter introduces the theoretical background of this paper, that is, the relevant theories of the results method and the process method, and puts forward the idea of combining the two methods. The third chapter analyzes the teaching object and teaching content, understanding the basic situation of the students, the existing writing level and learning needs. Chapter four explores the influence of combination method on students' writing level from the perspective of demonstration through the design and implementation of teaching experiments. The fifth chapter summarizes the full text, and points out the limitations and shortcomings of the study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
[Abstract]:In the teaching of writing as a foreign language, the intermediate stage is a key period. On the one hand, the writing foundation of foreign students entering this stage is relatively weak, on the other hand, all kinds of courses and examinations put forward higher requirements for their ability to "write". Therefore, it is very important to improve the Chinese written expression ability of international students in intermediate stage in a short time. The achievement method and the process method are the two most commonly used teaching methods in the second language writing teaching. The advantages and disadvantages of the two methods have been proved by practice. Scholars believe that the method of achievement attaches importance to the form of composition, while the method of process attaches importance to the content of composition. Therefore, some scholars put forward the idea of combining the method of achievement with the method of process in teaching writing as a foreign language, but the feasibility and validity of the combination should be proved by practice. This paper probes into and analyzes the influence of the combination of achievement and process on the students' writing ability by means of experiments. Students from the Intermediate Class 1 and Class 2 of Huazhong normal University's School of International Exchange participated in the 16-week teaching experiment. In four months, class 1 (experimental class) adopted the combination method to guide the teaching, while class 2 (control class) adopted a single result method to guide the teaching. The study solves the problem of how to choose and choose the teaching idea when the two methods are combined, and proves that the combined method is better than the single result method in improving the writing ability of the foreign students at this stage. The experimental results show that under the guidance of the "result-process" method, the students in the experimental class generally master the correct format of Chinese writing, the meaning and usage of punctuation marks commonly used. Most students can write about 150 words in 15 minutes in class. Compared with the control class, the test ability of the experimental class is obviously better than that of the control class, the richness of the composition content is higher than that of the control class, and the words are more varied. However, in the accuracy of language use, the experimental class is inferior to the control class. The full text has five chapters. The first chapter is the introduction, explains the reason of the topic, the significance of the research, and describes the previous research results in this field. The second chapter introduces the theoretical background of this paper, that is, the relevant theories of the results method and the process method, and puts forward the idea of combining the two methods. The third chapter analyzes the teaching object and teaching content, understanding the basic situation of the students, the existing writing level and learning needs. Chapter four explores the influence of combination method on students' writing level from the perspective of demonstration through the design and implementation of teaching experiments. The fifth chapter summarizes the full text, and points out the limitations and shortcomings of the study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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