泰国小学汉语课课堂用语优化策略研究
发布时间：2018-10-29 18:43
【摘要】：课堂用语是汉语作为第二语言教学的工具,与一般性教师课堂用语相比,汉语教学使用的课堂用语所面对的对象母语不是汉语,另外学生处于小学阶段,大多汉语水平比较薄弱,理解能力也相对较低,需要运用更为多样化的教学方法,在课堂用语方面也需要下更多的功夫。所以,教学的目标同样是培养学习者听、说、读、写各方面的语言能力,但小学阶段的教学任务更为复杂和艰巨。笔者结合在泰国小学的实习经历,分析研究了小学阶段的汉语课课堂用语及其策略。 本文运用调查研究法、观察研究法、文献研究法等方法,对泰国小学汉语课堂教师的教学用语进行观察,分析课堂用语中存在的问题,找寻有效的解决方案和策略,旨在对在泰小学汉语教师提供一些参考。 文章主要从以下几个部分进行阐述： 第一部分：介绍本课题相关的国内外研究背景及现实意义,总结了相关的研究内容、方法和所取得的研究成果,并在此基础上提出了本文的研究内容。 第二部分：介绍汉语课堂上教师课堂用语的作用。教师课堂用语是汉语教师进行课堂教学最基本、最重要的手段和沟通工具,是传递信息的载体,对学生起到了提示和教育的作用,汉语教师课堂用语的价值不可忽视。本文通过对泰国小学课堂的实地听课进行观察和记录,分析汉语课课堂用语的特殊作用。 第三部分：说明泰国小学课堂用语的使用现状。包括教师课堂用语的典型案例和对于调查问卷的数据统计,举出典型的实例来说明泰国小学汉语教师课堂用语的现状,阐述对泰国小学课堂用语研究的必要性,用实例和数据来分析目前课堂用语中存在的问题。 第四部分：依据对自己和泰国其他小学课堂中实地考察分析的实例得出的结果,认真阅读相关书籍和文章,参考前辈总结的汉语教师课堂用语的原则和特点,着重分析泰国小学汉语课堂自身所具有的特点,提出适用于泰国小学课堂用语的策略和建议,为在泰汉语教师提供一些参考。
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2298492
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
【参考文献】
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