体现学生自主性学习的中级汉语精读课教学设计

发布时间：2018-02-24 10:13

本文关键词： 精读课自主性以学生为中心教学设计　出处：《河北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：中级汉语精读课在对外汉语教学中的占有十分重要的地位，随着对汉语精读课理论研究的深入，其教学方式也产生了很大的变化。本文根据心理学、教育学、跨文化交际学等相关学科的理论，并结合教学实际，提出了能够加强学生学习自主性的教学设计，目的是为了提高教学效率，提升学生的学习水平，为对外汉语教学的实践做出一定的探索。实践证明，满堂灌的传统的教学方式不适合学生技能的训练，所以近年来学术界一直推崇变“如何教”为“如何学”。学术界针对精读课提出了“任务法”、“主题导入法”等方法，这在理论上都是可以借鉴的，但是在实际教学中，如何对待学生的自主性学习，在教师之间却出现各种各样的分歧。例如有的老师反对在精读课上让学生表演，提倡老师讲解，认为学生的参与会让教学进度滞后，而且耽误时间；但是有些老师就特别提倡学生在课堂上的表演，认为这样可以增加趣味性，并调动学生的学习积极性，能让学生在实践中培养合作意识，提高自己的汉语能力。所以用理论指导实践的话，就需要针对实际教学中的具体问题和特点来进行，只有这样，才能提升精读课教学学生自主性学习的效能。那么我们认为，为了更好地使理论和实践相结合，就必须从教材、教师、学生和环境这四个方面入手，针对具体的特点找到合适的方法。精读课的任务是要培养听、说、读、写能力，从初级阶段我们应该开始注重培养学生的这种综合能力。到了中级阶段，教师的教学任务就更加艰巨了，教师必须完成多种教学任务，既把课文讲好，又得让学生把技能练好。根据本文提出的教学设计，我们认为教师在授课时，可在详细讲述课文内容的同时充分运用多媒体设备帮助学生去学习相关的汉语文化知识，，以加深学生对汉语的真正了解；在课堂操练的阶段，我们认为教师应该让学生充分练习及进行自主学习，创造情景式教学方法，让学生在模拟情景中去实践和学习，以达到掌握汉语的目的；最后，教师还应控制学生的学习过程，教师给学生指出正确有效的学习方法，然后最大限度地调动学生的学习积极性，在特定的计划中来锻炼学生的能力，让课堂发展向着自己预设的轨道而行。通过作者亲身的教学实践的验证，本文提出的教学理论在实践教学中是一定的成效的。在教学中，学生们不仅学到了汉语知识，还了解了课文中包含的相关的中国社会文化，从而加深了对课本的理解。通过提倡自主性学习方法，学生们的团队协作意识和主动学习的热情也有所提高，课堂的教学氛围也十分活跃。当然，由于本人的参考资料和教学实践所限，本文所提出的教学设计在理论和细节上都还存在着一些漏洞，有着不足之处，但是真心希望能对对外汉语教学实践做出微薄的贡献。
[Abstract]:The intermediate Chinese intensive reading course occupies a very important position in the teaching of Chinese as a foreign language. With the deepening of the theoretical research on the Chinese intensive reading course, its teaching method has also produced great changes. Based on the theory of cross-cultural communication and teaching practice, this paper puts forward a teaching design which can enhance the students' learning autonomy, in order to improve the teaching efficiency and improve the students' learning level. To make a certain exploration for the practice of teaching Chinese as a foreign language. Practice has proved that the traditional teaching method full of irrigation is not suitable for the training of students' skills. So in recent years, the academic circles have been advocating changing "how to teach" to "how to learn". The academic circles have put forward some methods, such as "task method" and "subject leading method" for intensive reading courses, which can be used for reference in theory, but in practical teaching, There are various differences between teachers about how to treat students' autonomous learning. For example, some teachers object to letting students perform in intensive reading classes, advocate teachers to explain, and think that students' participation will make the teaching progress lag behind. But some teachers especially advocated the performance of students in the classroom, believing that this would increase interest, arouse students' enthusiasm for learning, and enable students to cultivate a sense of cooperation in practice. Therefore, it is necessary to aim at the specific problems and characteristics of practical teaching in order to improve the effectiveness of autonomous learning of students in intensive reading teaching. Well, we think that in order to better integrate theory with practice, we must start with the four aspects of teaching materials, teachers, students and environment, and find suitable methods according to the specific characteristics. The task of intensive reading is to train listening, speaking, and reading. From the primary stage, we should begin to pay attention to the cultivation of students' comprehensive ability. At the intermediate stage, the teaching tasks of teachers are even more arduous. Teachers must complete various teaching tasks, that is, to speak the text well. According to the teaching design proposed in this paper, we think that teachers can fully use multimedia equipment to help students learn relevant Chinese cultural knowledge while teaching the contents of the text in detail. In order to deepen students' real understanding of Chinese, in the stage of classroom practice, we think that teachers should let students fully practice and self-study, create situational teaching methods, and let students practice and learn in simulated situations. Finally, the teacher should control the students' learning process, point out the correct and effective learning methods to the students, and mobilize the students' learning enthusiasm to the maximum extent. Develop students' abilities in specific programs and develop the classroom on their own track. Through the verification of the author's own teaching practice, the teaching theory put forward in this paper is effective in practical teaching. In the teaching, the students not only learn Chinese knowledge, but also understand the relevant Chinese social culture contained in the text. By promoting autonomous learning methods, students' sense of teamwork and enthusiasm for active learning have also increased, and the classroom teaching atmosphere is also very active. Due to the limitations of my reference materials and teaching practice, there are still some loopholes and deficiencies in the theory and details of the teaching design proposed in this paper, but I sincerely hope to make a modest contribution to the teaching practice of Chinese as a foreign language.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】