中级汉语口语课多媒体辅助教学的设计理念及其实现方法

发布时间：2018-03-17 00:14

本文选题：中级汉语口语　切入点：多媒体辅助教学　出处：《上海师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：中级汉语口语是留学生汉语口语学习过程中承上启下的重要阶段，，是其迈向真实汉语口语交际的关键时刻。现阶段学习者的口语水平与中级汉语的学习要求相比较仍然存在较大的差距。随着信息技术的发展，利用多媒体课件改善课堂交际环境，提高学习效率，激发表达欲望，加强课后口语学习的引导成为对外汉语教学的必然选择。结合前人的研究，我们制作了一份关于来华留学生汉语中级口语学习的调查问卷，主要调查学习者的口语课堂情况以及口语学习策略。在调查的数据基础上，我们以认知心理学、二语习得理论和现有多媒体与汉语教学的研究成果作为理论基础，以通用的中级汉语口语教材作为材料来源，使用flash软件制作了一个多媒体中级汉语口语课件，试图设计出一种以教师为主导、以学习者为中心、教学互动、情景覆盖、涵盖课堂和课后学习的课件设计模式，形成多媒体辅助下的“导入→学习→提示→模仿→交际→复习”的学习链。并以此我们提出了知识系统模块化、知识教学视听化、对话学习情景化、口语表达段落化、口语学习课后化等五个课件设计的理念。论文的主要目的在于以有限的课件制作为基础，提出课件设计的理论，并以此希望能够为以后的多媒体课件设计、编写、制作提供有益的参考。前言、阐明选题意义，总结前人研究成果，对研究现状进行评述；第一章、总述课件设计的核心思路，提出论文的理论基础；第二章、统计收集的调查问卷数据，通过数据分析发现现阶段中级口语学习的课堂学习和学习策略的特点以及存在的问题，为课件制作提供参考；第三章、在前人研究和调查问卷的基础上，提出知识系统模块化、知识教学视听化、对话学习情景化、口语表达段落化、口语学习课后化五个课件设计理念。每一个理念由概念提出的原因，设计的实现，设计的理念三个部分组成；第四章、将两种当今广泛使用的课件模式与论文设计的模式进行了对比；结语、对文章进行了总结，并总结本文研究的结论
[Abstract]:Intermediate spoken Chinese is an important stage in the process of learning spoken Chinese for foreign students. It is a key moment for the learners to move towards real oral Chinese communication. There is still a big gap between the learners' oral proficiency and the learning requirements of intermediate Chinese. With the development of information technology, Using multimedia courseware to improve classroom communication environment, improve learning efficiency, stimulate expression desire, strengthen the guidance of oral learning after class become the inevitable choice of teaching Chinese as a foreign language. We have made a questionnaire about the intermediate oral learning of Chinese students in China, which mainly investigates the learners' oral English classroom situation and oral learning strategies. On the basis of the survey data, we use cognitive psychology. Based on the theory of second language acquisition and the research results of multimedia and Chinese teaching, a multimedia intermediate Chinese spoken Chinese courseware is made with flash software. This paper attempts to design a kind of courseware design pattern that is teacher-led, learner-centered, teaching interaction, situational coverage, covering both classroom and after-class learning, and forms the "introduction" assisted by multimedia. 鈫扴tudy. 鈫扝int. 鈫扞mitation. 鈫扖ommunication. 鈫払ased on this, we propose modularization of knowledge system, audiovisual teaching of knowledge, situational dialogue learning, paragraph expression of spoken language, The main purpose of this paper is to put forward the theory of courseware design on the basis of limited courseware making, and hope that it can be used to design and compile multimedia courseware in the future. Production provides a useful reference. The preface clarifies the significance of the topic, summarizes the previous research results, and comments on the status quo of the research; The first chapter introduces the core ideas of courseware design and puts forward the theoretical basis of the thesis. The second chapter, the questionnaire data collected by statistics, through the analysis of data, find out the characteristics and problems of classroom learning and learning strategies of intermediate oral learning at this stage, and provide a reference for courseware making; The third chapter, on the basis of previous research and questionnaire, puts forward knowledge system modularization, knowledge teaching audio-visual, dialogue learning situational, oral expression paragraph, There are five courseware design ideas after class. Each idea is composed of three parts: the reason of concept, the realization of design and the idea of design. In chapter 4th, the author compares the two widely used courseware models with the models of paper design. In conclusion, the article is summarized, and the conclusion of this paper is summarized.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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