基于多媒体技术的对外汉语被动句的教学效果分析
发布时间：2019-01-14 14:41
【摘要】： 被动句教学在对外汉语教学中占有重要的地位。首先,被动句具有重要的语法意义,是现代汉语中一种特殊动词谓语句,不仅具有句法功能,而且还具有篇章功能;其次被动句在日常生活中出现的频率较高,被动句掌握的好坏直接影响到第二语言学习者与操汉语普通话的人之间的日常交际;再次,在叙事性的作品以及新闻和学术性文章中,被动句的出现频率也是颇高的。然而,在教学实践中,第二语言学习者对被动句的掌握情况并不尽如人意。随着现代科技的发展和网络技术的进步,多媒体辅助教学成为一种越来越受到关注的教学手段;再加上,理查德·E·迈耶在《多媒体学习》一书中提出,图像加文字比单纯地只是用文字更有利学生学习;视频,即动态的图像同静止的图片加文字相比,并不具有明显优势。理查德·E·迈耶的结论能不能推广到对外汉语教学中,是值得怀疑的。本研究考察了不同形式的媒体环境下被动句教学效果的差异,以求验证理查德·E·迈耶的结论。 本文分别在不同的教学环境(传统环境、图片环境、视频环境)下进行被动句的教学实验。笔者收集数据并分析之发现:多媒体环境下对外汉语被动句的教学效果,特别是在知识的迁移方面的教学效果,明显优于传统环境下的教学效果,但是在知识的识记方面,多媒体教学并不具有明显优势;在被动句的对外汉语教学中,视频环境下对外汉语被动句的教学效果与图片环境下相比,并不具有明显优势,这与理查德·E·迈耶的结论大体是一致的。
[Abstract]:Passive sentence teaching plays an important role in teaching Chinese as a foreign language. First of all, passive sentence has important grammatical meaning, it is a special verb predicate sentence in modern Chinese, which not only has syntactic function, but also has text function. Secondly, the frequency of passive sentences in daily life is higher, and the quality of passive sentence mastery has a direct impact on the daily communication between the second language learners and Mandarin speakers. Thirdly, in narrative works and news and academic articles, passive sentences appear frequently. However, in teaching practice, the second language learners' mastery of passive sentences is not satisfactory. With the development of modern science and technology and the progress of network technology, multimedia assisted teaching has become a more and more concerned teaching means. In addition, Richard E. Meyer argues in "Multimedia Learning" that it is better for students to learn with images and words than simply using words; Video, that is, a dynamic image, has no obvious advantage over a still picture plus text. It is doubtful whether Richard E. Meyer's conclusion can be extended to teaching Chinese as a foreign language. The present study examines the differences in the teaching effects of passive sentences in different media environments in order to verify Richard E. Meyer's conclusions. In this paper, the teaching experiments of passive sentences are carried out in different teaching environments (traditional environment, picture environment, video environment). The author collects the data and analyzes the results: the teaching effect of passive sentence in the multimedia environment, especially in the transfer of knowledge, is obviously better than that in the traditional environment, but in the aspect of knowledge memorization. Multimedia teaching does not have obvious advantages; In the teaching of passive sentence as a foreign language, the teaching effect of passive sentence in video environment is not obvious compared with that in picture environment, which is consistent with Richard E. Meyer's conclusion.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2408791
[Abstract]:Passive sentence teaching plays an important role in teaching Chinese as a foreign language. First of all, passive sentence has important grammatical meaning, it is a special verb predicate sentence in modern Chinese, which not only has syntactic function, but also has text function. Secondly, the frequency of passive sentences in daily life is higher, and the quality of passive sentence mastery has a direct impact on the daily communication between the second language learners and Mandarin speakers. Thirdly, in narrative works and news and academic articles, passive sentences appear frequently. However, in teaching practice, the second language learners' mastery of passive sentences is not satisfactory. With the development of modern science and technology and the progress of network technology, multimedia assisted teaching has become a more and more concerned teaching means. In addition, Richard E. Meyer argues in "Multimedia Learning" that it is better for students to learn with images and words than simply using words; Video, that is, a dynamic image, has no obvious advantage over a still picture plus text. It is doubtful whether Richard E. Meyer's conclusion can be extended to teaching Chinese as a foreign language. The present study examines the differences in the teaching effects of passive sentences in different media environments in order to verify Richard E. Meyer's conclusions. In this paper, the teaching experiments of passive sentences are carried out in different teaching environments (traditional environment, picture environment, video environment). The author collects the data and analyzes the results: the teaching effect of passive sentence in the multimedia environment, especially in the transfer of knowledge, is obviously better than that in the traditional environment, but in the aspect of knowledge memorization. Multimedia teaching does not have obvious advantages; In the teaching of passive sentence as a foreign language, the teaching effect of passive sentence in video environment is not obvious compared with that in picture environment, which is consistent with Richard E. Meyer's conclusion.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关硕士学位论文 前1条
1 钱召;汉语综合课多媒体使用现状调查研究[D];南京师范大学;2011年
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