泰国职业学校汉语综合课教学模式及应用研究

发布时间：2018-04-27 08:34

本文选题：泰国职业学校 + 汉语综合课　；参考：《山东师范大学》2012年硕士论文

【摘要】：教学模式是在一定的教学价值观念和教学理论的指导下，从大量的教学实践中总结出的、相对稳定的教学活动结构框架，是联系教学理论和实践之间的桥梁。好的教学模式，应该是灵活开放、多元并蓄并且有针对性。随着中泰两国在政治、经济、外交等各个方面的深入合作与发展，文化、教育方面的交流也逐渐频繁。中国派往泰国的汉语教师志愿者逐年增加，汉语在泰国的地位也逐步上升，汉语在泰国正成为一门与英语并重的主要外语。近年来，在泰国越来越多的学校开设汉语课程，职业学校也开始开设汉语课程。职业学校学生有其自身的特点：第一，他们不像成人那样学习认真、目的明确；第二，职业技术学校里几乎没有华裔，对学习汉语没有情感上的纽带和动力；第三，他们没有普通高中在校生那样的升学压力；第四，职业技术学校的学生更在乎自己的专业课，，对语言缺乏兴趣；因此，汉语教学效果并不是很理想。笔者在泰国安纳乍能技术学院任教期间，针对泰国职业学校学生的特点进行教学方法、教学模式的改革与研究，通过了解、分析学生的反馈意见，探索、总结出适合泰国职业学校的汉语综合课教学模式。笔者在研究中使用了文献研究法、课堂观察法、口头调查法、问卷调查法等研究方法，然后基于泰国职业学校汉语教学特点，提出了一系列教学设想与教材编写建议。希望这些分析与研究的成果能为汉语教师的教学和泰国职业学生的汉语学习提供参考。本文主要通过六个部分来论述：第一章是绪论，阐述本文选题的缘起，研究的价值及国内外研究现状。笔者在泰国安纳乍能技术学院任教期间，发现尽管汉语课程在泰国职业学校如火如荼地进行，但是由于泰国职业学校及学生的自身特点，汉语综合课的教学效果并不理想。同时在针对国内外教学模式的众多研究中并没有适合泰国职业技术学校的教学模式，本文希望通过此研究可以探索、总结出适合泰国职业学校的汉语综合课教学模式。第二章介绍了泰国职业学校的特点和汉语教学的现状及存在问题。泰国职业学校专业课程有实用性强，办学形式灵活多样，教学重视实践性的特点。但汉语教学现状并不理想，有以下三方面的问题：汉语教育体系缺乏统一的规划；汉语教师严重短缺；教学方法陈旧单一。同时，在本章中笔者也分析了汉语综合课教学模式的可行性与必要性。第三章主要阐述泰国职业学校汉语综合课教学模式的构成要素，包括：教学目标、教学方法、操作程序及教学反馈与评价。以教育心理学等理论为基础，探索适合泰国职业学校汉语综合课教学的模式和方法。泰国职业学校汉语综合课的操作程序主要从热身环节，新课学习环节及巩固复习环节加以说明。通过问卷调查、访谈和测验等多种方式获得教学反馈及教学评价。第四章是主要通过综合课教学案例、综合课中的语音教学案例及听说教学案例来展示泰国职业学校汉语综合课教学模式的具体操作操作，并进行了教学效果分析以了解泰国职业学校汉语综合课教学模式的教学效果。第五章提出了泰国职业技术学校汉语教学及汉语综合课教学的建议。针对泰国职业技术学校的问题，我们需要在汉语教师的培养上加大力度，并同时改进教学方法，探索更加适合泰国职业学校汉语综合课教学模式。第六章是对本文研究成果的总结，以及该教学模式的局限性。目前，泰国职业学校汉语综合课教学模式研究还处于起步阶段，仍然需要进一步探索和研究。
[Abstract]:Under the guidance of certain teaching values and teaching theories, the teaching model is a relatively stable framework of teaching activities, which is a bridge between the theory and practice of teaching. A good teaching model should be flexible, open, multi yuan, and pertinent.
With the deepening cooperation and development of China and Thailand in all aspects of politics, economy and diplomacy, cultural and educational exchanges are becoming more frequent. Chinese teachers sent to Thailand have increased year by year, the position of Chinese in Thailand is gradually rising, and the Chinese language in Thailand is becoming a major foreign language which is equal to English. More and more schools open Chinese courses, and vocational schools begin to open Chinese courses. Vocational school students have their own characteristics: first, they are not as serious as adults and have clear purposes; second, there are almost no Chinese in Vocational and technical schools, and there is no emotional bond and motivation for Chinese language learning; and third, they do not. Fourth, the students of Vocational and technical schools care more about their own professional courses and lack interest in language; therefore, the effect of Chinese teaching is not very ideal.
During the course of teaching in the Thailand Institute of technology, the author aims at the teaching methods of the students in Thailand vocational school and the reform and research of the teaching mode. Through understanding, analyzing the students' feedback and exploring, the author summarizes the teaching mode of Chinese comprehensive course suitable for the vocational schools in Thailand. The research methods such as the hall observation, the oral investigation and the questionnaire survey, and then based on the characteristics of the Chinese teaching in Thailand vocational school, put forward a series of teaching ideas and teaching materials, and hope that the results of these analysis and research can provide reference for the teaching of Chinese teachers and the Chinese learning of Thailand professional students.
This article mainly through six parts to discuss:
The first chapter is the introduction, which expounds the origin of the topic, the value of the research and the status of the research at home and abroad. The author found that although the Chinese curriculum was carried out in full swing in Thailand vocational school in Thailand, the teaching effect of the Chinese comprehensive course was not effective, however, because of the characteristics of the vocational schools in Thailand and the students' own characteristics. At the same time, there are no suitable teaching models for Thailand vocational and technical schools in the study of teaching mode at home and abroad. This paper hopes to explore and summarize the teaching mode of Chinese comprehensive course suitable for Thailand vocational school through this study.
The second chapter introduces the characteristics of Thailand vocational school and the current situation and existing problems of Chinese teaching. The professional courses of Thailand vocational schools are practical, flexible and practical, but the present situation of Chinese teaching is not ideal. There are three problems in the following aspects: the lack of unified planning in the Chinese Education system; Meanwhile, in this chapter, the author also analyzes the feasibility and necessity of the teaching mode of Chinese integrated course.
The third chapter mainly expounds the elements of the teaching mode of the Chinese comprehensive course in Thailand vocational school, including teaching objectives, teaching methods, operation procedures and teaching feedback and evaluation. Based on the theory of educational psychology, this paper explores the mode and method suitable for the teaching of Chinese comprehensive courses in Thailand vocational school. The Chinese comprehensive course in Thailand vocational school The operation procedure is mainly explained by the warm-up link, the learning link of the new course and the strengthening review link. Through the questionnaire survey, interview and test, the teaching feedback and teaching evaluation are obtained.
The fourth chapter is mainly through the comprehensive lesson teaching case, the phonetic teaching case and the listening and speaking teaching cases in the comprehensive course to show the specific operation operation of the teaching mode of the Chinese comprehensive course in Thailand vocational school, and carry out the teaching effect analysis to understand the teaching effect of the teaching model of the Chinese comprehensive course in Thailand vocational school.
The fifth chapter puts forward the suggestions for the teaching of Chinese and Chinese comprehensive courses in Thailand vocational and technical school. In view of the problems of Thailand vocational and technical school, we need to strengthen the training of Chinese teachers, and improve the teaching methods at the same time, and explore more suitable for the teaching mode of the comprehensive Chinese language course in Thailand vocational school.
The sixth chapter is the summary of the research results and the limitations of this teaching mode.
At present, the teaching mode of Chinese comprehensive course in Thailand vocational school is still in its infancy, and still needs further exploration and research.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3

【参考文献】