马尼拉光启学校小学高年级三类汉语教师课堂词汇教学对比分析

发布时间：2018-05-12 07:19

本文选题：词汇教学 + 课堂　；参考：《中山大学》2016年硕士论文

【摘要】：词汇教学是对外汉语教学的重要内容,而观察和研究课堂教学是评价教学质量、改进教学方式和方法的根本着眼点。因此,研究课堂词汇教学对于提高对外汉语的词汇教学水平,促进词汇习得效率有着重要的意义。本文研究的基础是光启学校小学四至六年级三种类型(有经验的华裔教师、有经验的中国教师、无教学经验的志愿者)共九位教师的18段词汇教学视频。笔者通过对教学视频的文本转写,统计分析三类教师在词汇教学步骤、教学内容、运用的方法和技巧以及教师话语特点等方面的异同,同时针对四至六年级的学生及教师进行问卷调查。本文对比分析发现:(1)三类教师的课堂词汇教学都包括生词展示、生词讲解和生词巩固,其中生词的巩固环节用时最多。相对来说,有经验的华裔教师更加注重生词的练习和运用,无教学经验的志愿者更注重生词的讲解。(2)在生词教学内容和生词教学方法上,三类教师都通过朗读、认读等让学生对生词的音和形有一定的认识,并运用翻译法对生词的词义进行讲解,生词的巩固方式主要有朗读、图片、翻译和造句。但三类教师对词语的搭配重视不够,生词教学大都是孤立、分散进行的。(3)在教师话语方面,三类教师教学时使用的词汇主要为一级词汇,都使用了媒介语,疑问句的使用比例最大。相对来说,无教学经验的志愿者用词最简单,较多使用陈述句和感叹句,更倾向于鼓励学生;有经验的华裔教师使用的超纲词比例最大,使用祈使句与疑问句最多,很少鼓励学生,但课堂上学生的参与度最好。本文通过师生的调查问卷发现,光启学校中文教师的专业性不强,学生对汉语词汇教学的期望与实际的教学存在一定的差距。在此基础上,本文提出了词汇教学的建议和教师培训的建议。
[Abstract]:Vocabulary teaching is an important part of teaching Chinese as a foreign language, while observing and studying classroom teaching is the fundamental point of evaluating the quality of teaching and improving the methods and methods of teaching. Therefore, the study of classroom vocabulary teaching is of great significance for improving the vocabulary teaching level and promoting the efficiency of vocabulary acquisition. The basis of this study is light. There are three types of teaching video of nine teachers in the fourth to six grades (experienced Chinese teachers, experienced Chinese teachers, experienced Chinese teachers and volunteers without teaching experience). Through the transcripts of the text of teaching video, the author analyses the teaching procedures, teaching contents, methods and techniques used by three types of Teachers, and the teaching methods and teaching methods. At the same time, the similarities and differences of the teacher's discourse characteristics, and the questionnaire survey for the students and teachers in grade four to six. The comparison and analysis showed that: (1) the classroom vocabulary teaching of the three classes of teachers included the display of new words, the explanation of the new words and the consolidation of the new words. In the practice and use of new words, the volunteers who have no teaching experience pay more attention to the explanation of the new words. (2) in the content of new word teaching and the teaching method of new words, the three kinds of teachers have a certain understanding of the pronunciation and shape of the new words by reading and reading, and the meaning of the new words is explained with the translation method, and the way of the consolidation of the new words is mainly read aloud. Picture, translation and sentence creation. But the three classes of teachers do not pay enough attention to the collocation of words, and most of the teaching of new words are isolated and dispersed. (3) in the teacher's discourse, the vocabulary used in the teaching of the three classes is mainly the first class vocabulary, and the use of the media language is the most important. In contrast, the volunteers with no teaching experience use the most words. Simple, more use of declarative and exclamation points, more inclined to encourage students; experienced Chinese teachers use the largest proportion of the supersyllabus, the use of imperative sentences and interrogative sentences, rarely encourage students, but the students in the classroom are the best. There is a certain gap between students' expectation of Chinese vocabulary teaching and practical teaching. On this basis, this paper puts forward suggestions on vocabulary teaching and suggestions for teacher training.

【学位授予单位】：中山大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

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