泰国初级汉语综合课中的情景运用及案例分析

发布时间：2018-01-01 21:38

本文关键词：泰国初级汉语综合课中的情景运用及案例分析　出处：《山东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：汉语作为第二语言教学正如火如荼地展开。海外汉语教学是不容忽视的一部分。而教师在授课过程中，面对着一项复杂且现实的难题：在缺乏目的语环境下，如何上好对外汉语课。本人作为国家汉办派出的赴泰志愿者，在为期一学年的海外教学实践中发现，情景在汉语课上起着巨大的作用。而目前国内相关研究的现状，却大多停留在对目的语国家中留学生汉语教学的研究，或是英语教学的研究。针对海外汉语教学中情景运用的研究还比较少。主要是针对情景教学法的研究，对情景在课堂中其他作用研究比较少。这些都是促使我决定研究这个论题的原因。我相信通过对这个论题的研究和发掘，可以促使人们更加重视课堂中情景的运用，加强其在海外汉语课堂中的情景应用意识。本文由三大部分构成：第一部分，包括研究背景及现状、相关理论基础、教学对象分析。本文拟对关于情景运用的研究背景及研究现状进行简要的文献综述，同时区分情景、情景教学、情景运用几个概念的异同。另外还注重情景与语言某种天然的联系，意识到建构主义、刺激反应理论、可理解性输入假说与低情感过滤假说对课堂中情景运用的影响。该部分还要具体介绍当地学校汉语教学的相关情况。第二部分，主要阐释说明情景具体应用领域、如何较好地运用情景、应该注意的一些问题。情景运用在课堂中主要体现在以下四个方面：一是可以充当媒介语，进行师生间的交流沟通；二是可以针对教学点内容，有意识地进行相应的情景教学设计；三是利用突发的课堂情景进行实践教学，四是有助于师生共同营造良好的情景氛围。而在实际课堂中，教师要有意识地构建信息差，激发学生们“猜”的主动性；有意识地构建起真实情景，让学生在真实情景中去理解和使用语言。这样的话，情景在课堂中会得到更好地运用。而在课堂情景运用中，我们还应当注意体态语、学生可理解性和可接受性，以及情景的复现与纠正等问题。这些问题都将在文中予以体现。第三部分，主要结合本人一次完整的初级汉语综合课课堂进行情景运用案例分析和总结。通过大量的实证，本文认为在初级汉语课中，尤其是在师生间没有共同语言进行沟通的情况下，情景可以作为媒介语进行沟通交流。情景运用在汉语课堂中占有重要地位，应该得到广泛的运用。但究竟该如何发挥情景的这些作用，还需要在实践中进一步挖掘深层的东西和注意一些问题。而目前的实际情况是：海外初级汉语综合课中运用情景获得了很好的效果,得到了学生的欢迎。但在良好的效果背后，同时也存在一些问题：如课堂时间浪费，教师备课难度增加，，考验教师控制能力的问题等。此篇文章，应能为海外非目的语环境汉语课堂中情景运用提供可借鉴之处。
[Abstract]:Chinese as a second language teaching is in full swing. Overseas Chinese teaching is a part that can not be ignored. In the process of teaching, teachers are faced with a complex and realistic problem: in the absence of target language environment. How to teach Chinese as a foreign language. As a volunteer sent by the Chinese National Office to Thailand, I found it in overseas teaching practice for one school year. The situation plays an important role in the Chinese class. However, the current situation of the relevant studies in China is mostly focused on the study of the Chinese teaching of foreign students in the target language countries. Or the study of English teaching. There are few researches on situational use in overseas Chinese teaching, mainly on situational teaching. There is little research on the other roles of the situation in the classroom. These are the reasons why I decided to study this topic. I believe that through the study and exploration of this topic. This paper consists of three parts: the first part, including the research background and current situation, and the relevant theoretical basis. This paper intends to make a brief literature review on the research background and current situation of situational application, and at the same time distinguish between situational and situational teaching. In addition, it pays attention to the natural relation between situation and language, realizes constructivism, and stimulates the theory of response. The influence of comprehensible input hypothesis and low affective filtering hypothesis on classroom situational use. This part also introduces the relevant situation of Chinese teaching in local schools. The second part, mainly explains the situation specific application domain, how to use the situation well. Some problems should be paid attention to. The application of the scene in the classroom is mainly reflected in the following four aspects: first, can act as a medium for communication between teachers and students; Second, we can consciously carry out the corresponding situational teaching design according to the content of teaching points; The third is the use of unexpected classroom scenes for practical teaching, the fourth is to help teachers and students to create a good atmosphere. But in the actual classroom, teachers should consciously construct poor information. Stimulate students to "guess" initiative; Consciously construct the real situation so that the students can understand and use the language in the real situation. In this way, the situation will be better used in the classroom. We should also pay attention to the problems of body language, students' comprehensibility and acceptability, as well as the repetition and correction of the situation. These problems will be reflected in the paper. The third part, mainly combined with a complete primary Chinese comprehensive class to carry out situational analysis and summary. Through a large number of empirical, this paper believes that in the primary Chinese class. Especially when there is no common language for communication between teachers and students, the situation can be used as a medium for communication. The use of scene plays an important role in the Chinese classroom. Should be widely used. But how to play these roles of the situation. It is also necessary to dig deeper things and pay attention to some problems in practice. However, the actual situation is that the use of the situation in the overseas primary Chinese comprehensive course has achieved good results. Has been welcomed by students. But behind the good results, there are also some problems: such as classroom time waste, teachers more difficult to prepare lessons, the test of teachers' ability to control, and so on. It should be able to provide reference for the use of situation in the Chinese classroom in the foreign non-target language environment.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

【引证文献】