综合教学法在泰国中学汉语教学中的应用

发布时间：2018-01-24 23:40

本文关键词： 综合教学法行动研究泰国汉语教学　出处：《中央民族大学》2012年硕士论文　论文类型：学位论文

【摘要】：外语教学的方法多种多样,而且随着时代的变迁在不断变化。对外汉语教育界的专家学者们对教学方法的研究也在不断改革和深化。这些教学法有翻译法、视听法、认知法、听说法、任务法、交际法、全身反应法、综合法等等。但是有一条共识就是针对不同的学习者使用的教学方法应有所不同,需要根据学习者的年龄、背景、汉语水平等等因素来决定教学方法。本文在调查研究的基础上,希望通过实验教学探讨适合泰国素叻府中学甚至适合整个泰国中学生的汉语课堂教学的教学方法。研究者运用行动研究的方法,研究大致经过三个步骤：教学观察阶段在这一阶段,研究者以泰国素叻府phunphinpittayakhom中学的汉语课堂的教学为观察对象,通过课堂观察、对学生进行问卷调查和与府中其他汉语教师座谈的形式总结素叻府中学汉语课堂的主要问题。结果表明,大部分汉语教师由于教学方法不当,导致在教学效率、教学效果、课堂组织、学生兴趣等方面出现了很多问题。同时,通过阅读大量的文献资料,研究者发现,综合教学法既能汲取各种教学方法之长,在具体教学中又不排斥任何一种教学法,根据学习者、教学目的等因素,哪种方法最能满足教学需要就采用哪种教学方法,是非常可取的。听说法在增强学生对所学内容的记忆方面有很明显的效果,避免大量使用母语；交际法通过模拟和创造真实的情景,为学生的汉语交际能力提供了很好的锻炼机会；全身反应法提倡设计带有游戏性质的教学环节,能够活跃课堂气氛,减少学习者的焦虑,保持学生的学习兴趣。由此,研究者总结出结合听说法、交际法和全身反应法因素的综合教学法以适应泰国素叻府中学汉语课堂教学。二、教学设计阶段研究者根据以上假设,以自身的教学为实验对象,设计新的课堂教学方案,期望能够改善课堂状况,提高教学效率,保持学生对汉语学习的兴趣。三、实验教学阶段在新的课堂设计方案的指导下进行两轮教学实验,通过大量课堂实况资料的搜集,进行不断的观察、分析。四、撰写报告阶段本研究通过对以上几个阶段的总结和分析,得出了以下结论：结合听说法、交际法和全身反应法因素的综合教学法,适应泰国素叻府中学生的特点,适合这里的汉语课堂教学,能够保持学生学习汉语的积极性,改善教学效果,提高教学效率。同时,研究者也总结出了运用这种综合法的四个原则：灵活性、互动性、活动性和交际性,提出了本研究的不足和建议。
[Abstract]:The methods of foreign language teaching are varied, and with the change of the times, experts and scholars in the field of teaching Chinese as a foreign language are constantly reforming and deepening their research on teaching methods. These teaching methods have translation methods. Audiovisual method, cognitive method, listening and speaking method, task method, communicative method, whole body reaction method, comprehensive method and so on. However, there is a consensus that the teaching methods used by different learners should be different. It is necessary to decide the teaching method according to the learner's age, background, Chinese level and so on. It is hoped that the teaching methods suitable for the Chinese classroom teaching in Suraku Middle School and even the whole middle school in Thailand will be explored through experimental teaching. Using the method of action research, the research goes through three steps: the stage of teaching observation. At this stage, the researcher takes the teaching of Chinese language in phunphinpittayakhom Middle School in Surakat as the object of observation, through the classroom observation. The results show that most Chinese teachers are teaching efficiently because of improper teaching methods. There are many problems in teaching effect, classroom organization, student interest and so on. At the same time, through reading a lot of literature, researchers find that comprehensive teaching method can not only absorb the advantages of various teaching methods. There is no exclusion of any teaching method in the concrete teaching. According to the factors such as learners and teaching purpose, it is very desirable to adopt which teaching method can meet the teaching needs best. The method of listening and speaking has obvious effect in enhancing students' memory of what they have learned, and avoids the extensive use of mother tongue; Communicative approach provides a good opportunity for students to exercise their Chinese communicative competence by simulating and creating real situations. The whole body reaction method advocates the design of the teaching link with the nature of games, which can activate the classroom atmosphere, reduce the anxiety of the learners, and keep the students' interest in learning. Therefore, the researchers conclude the combined listening and speaking method. The comprehensive teaching method of communicative method and whole body reaction method is adapted to the Chinese teaching in Suchathaya Middle School in Thailand. Second, the stage of teaching design According to the above assumptions, the researcher designs a new classroom teaching scheme based on his own teaching, which is expected to improve the classroom situation, improve teaching efficiency and maintain students' interest in Chinese learning. Stage of experimental teaching Under the guidance of the new classroom design scheme, two rounds of teaching experiments are carried out, and through the collection of a large number of classroom facts, continuous observation and analysis are carried out. IV. Reporting stage Through the summary and analysis of the above several stages, the following conclusions are drawn: Combined with the comprehensive teaching method of listening and speaking method, communicative method and whole body reaction method, it adapts to the characteristics of Thai Sulat school students, is suitable for the Chinese classroom teaching here, and can maintain the enthusiasm of the students to learn Chinese. At the same time, the researcher summarized the four principles of applying this comprehensive method: flexibility, interactivity, activity and communication, and put forward the shortcomings and suggestions of this study.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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