泰国佛丕府PARIYATRANGSAN SCHOOL幼儿汉语口语教学的实践与探究

发布时间：2018-06-08 23:47

本文选题：PARIYATRANGSAN + SCHOOL　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：近年来全球范围内“汉语热”的兴起使得海外汉语学习者有了低龄化趋势,学龄前儿童成为学习汉语的新兴群体。然而,国内外对于幼儿汉语教学的理论和实践研究,却处于相对滞后的状态。幼儿的生理、心理特点决定其在第二语言学习方面有别于青少年和成人,针对这一特定对象,生搬硬套青少年或成人的教学方法和模式是不可取的。怎样根据幼儿的生理、心理特点,选取切合实际的教学内容和教学方法,设计丰富的课堂活动,激发幼儿的学习汉语的兴趣,是一个值得探讨的课题。本文以二语习得理论、第二语言教学理论、学前教育学、儿童心理学等相关理论为依据,结合笔者赴泰国佛丕府PARIYATRANGSAN SCHOOL幼儿园部担任汉语教师的教学经历,探讨对泰幼儿汉语口语课堂教学的内容、原则、方法等。正文分为三个部分:第一部分,结合泰国幼儿的生理、心理特点,以及PARIYATRANGSAN SCHOOL幼儿汉语教学定位,确立了对泰幼儿汉语口语教学的目标和原则。对泰幼儿汉语口语教学定位为启蒙教学。这一定位决定了对泰幼儿汉语口语教学的教学目标是激发泰国幼儿学习汉语的兴趣,培养他们对汉语语音的敏感性,突出幼儿的学习情感,为今后的汉语学习打下基础;同时,对泰幼儿汉语口语教学必须遵循一定的教学原则,其中包括:趣味性原则、及时重复原则、直观形象原则、少“言”多“动”原则、及时奖励原则、适当纠错原则等。第二部分,探讨了适合PARIYATRANGSAN SCHOOL幼儿学习的教学内容。针对PARIYATRANGSAN SCHOOL幼儿的学生实际,本文认为应重点教授一些关于生活日常方面的汉语词汇,以及最简单的功能性句型,培养他们“说”汉语的语感。具体来说,在汉语听力教学方面,重点对幼儿进行汉语语音意识的训练,即培养他们“听”汉语语音的敏感度。针对3—4岁的幼儿用儿歌来培养他们的汉语声调意识;5岁的幼儿把听辨汉语声母作为其听力训练的主要内容。口语词汇选取方面,应遵循易于理解性、生活常用性、生动形象性原则,再者,要突出主题式汉语口语词汇教学;会话教学方面,应注重强化幼儿说中文的语感,并且在课堂上有意增加教师与学生之间的口语交际对话。第三部分,以笔者在PARIYATRANGSAN SCHOOL幼儿园部具体教学实践结合第二语言教学法理论,探究对泰幼儿汉语口语教学有效的教学方法。本文认为,游戏法、全身反应法、直接法、听说法、翻译法等方法可以使学生在愉快的氛围中体验学习汉语的乐趣,是行之有效的教学方法。
[Abstract]:In recent years, the rise of "Chinese fever" in the world has made overseas Chinese learners have a trend of younger age, preschool children become a new group to learn Chinese. However, the theoretical and practical research on infant Chinese teaching at home and abroad is lagging behind. The physiological and psychological characteristics of young children determine that they are different from adolescents and adults in second language learning, so it is not advisable to apply the teaching methods and models of teenagers or adults to this particular object. How to select practical teaching contents and teaching methods according to children's physiological and psychological characteristics, design rich classroom activities and stimulate children's interest in learning Chinese is a topic worth discussing. Based on the theories of second language acquisition, second language teaching, preschool education, child psychology and so on, this paper combines the author's teaching experience as a Chinese teacher in the Pariyatran Schol Kindergarten Department of Thailand. This paper discusses the contents, principles and methods of oral Chinese teaching for children in Thailand. The text is divided into three parts: the first part, combined with the physiological and psychological characteristics of Thai children, as well as the Chinese teaching orientation of PariYATRANGSAN Schol, establishes the goals and principles of oral Chinese teaching to Thai children. The teaching of oral Chinese for Thai children is defined as enlightenment teaching. This position determines that the goal of oral Chinese teaching for Thai children is to stimulate Thai children's interest in learning Chinese, to cultivate their sensitivity to Chinese pronunciation, to highlight children's learning feelings, and to lay a foundation for future Chinese learning. The teaching of spoken Chinese for Thai children must follow certain teaching principles, including: interesting principle, timely repetition principle, visual image principle, less "more words" principle, "timely reward" principle, appropriate error correction principle and so on. In the second part, it discusses the teaching contents suitable for ParIYATRANGSAN Schole. In view of the actual situation of the children of PARIYATRANGSAN Schol, this paper suggests that we should focus on teaching some Chinese words about daily life and the simplest functional sentence patterns, so as to cultivate their sense of "speaking" Chinese. Specifically, in the teaching of Chinese listening, the emphasis is on the training of children's phonological awareness, that is, to train their sensitivity to "listen" to Chinese pronunciation. Children aged 3-4 years old use children's songs to cultivate their awareness of Chinese tonality. Children aged 5 years regard listening and distinguishing Chinese consonants as the main content of their listening training. In the selection of oral vocabulary, we should follow the principles of easy to understand, common use of life, vivid visualization, and highlight the topic teaching of spoken Chinese vocabulary, while in conversational teaching, we should pay attention to strengthening the sense of language of children speaking Chinese. And in the classroom intended to increase the dialogue between teachers and students in oral communication. In the third part, the author explores the effective teaching methods for Thai children's oral Chinese teaching by combining the specific teaching practice in the kindergarten department of PARIYATRANGSAN Schol with the theory of the second language teaching method. This paper holds that the methods of game, whole body reaction, direct, listening and speaking, translation and so on can enable students to experience the fun of learning Chinese in a pleasant atmosphere, which is an effective teaching method.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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