探索任务教学法在泰国中学汉语教学中的应用

发布时间：2018-05-20 13:14

本文选题：泰国中学 + 汉语教学　；参考：《中央民族大学》2012年硕士论文

【摘要】：在全球汉语热的背景下,泰国近年来的汉语教学发展日渐蓬勃,学习汉语的学生与日俱增。但是,汉语课堂的教学质量却并不理想。现有的泰国中学汉语课堂教学偏重传统教学法,教师以授课为中心,师生之间互动非常少,影响了汉语课堂教学的效果。本文通过课堂观察和问卷调查,了解泰国中学汉语教学中存在的问题,结合泰国学生学习汉语的特点,提出将任务教学法应用于泰国中学的汉语教学,以改进泰国汉语教学的质量。为探讨任务教学法在泰国中学汉语教学中的应用,笔者进行了任务教学法实验。我们选择《体验汉语》中的《食品》一课作为例子,对该课的任务教学法进行设计,再将设计好的仟务应用到课堂教学中,并分析探讨结果和主要存在不足的地方。调查显示,目前泰国中学汉语教学中存在以下几个主要问题：(一)学生的学习动机有待加强；(二)偏重传统的教学方法；(三)部分教材存在一些问题；(四)课时偏少,教学设计有待完善。任务教学法在汉语教学领域受到较多认可的一种比较先进的教学法,可以有效地克服泰国中学汉语教学存在的问题,提高汉语教学的效果。任务教学法对于泰国中学汉语教学的适用性主要表现在：(一)任务教学法可以增强课堂互动性,提高学生的参与程度；(二)任务教学法有助于活跃课堂气氛,提高学生对汉语课的兴趣；(三)任务教学法可以有效培养学生的汉语交际能力；(四)任务教学法可以很好地适应泰国中学生的学习特点。虽然半数以上的泰国中学汉语教师了解任务教学法,但很少有人将任务教学法应用到汉语课堂上,有的教师表示汉语课的课时少,设计任务需花很长时间；有些教师表明教师个人任务负担很重,没有时间设计任务或者课堂活动。为探讨任务教学法在泰国中学汉语教学中的应用,笔者以泰国某中学一年级汉语课为例,在泰国中学汉语课堂上进行了任务教学法的实验研究,借以验证任务教学法的效果,指出需要改进的地方。笔者所进行的任务教学法实验表明,任务教学法不仅可以收到语言习得方面的效果,也可以得到非语言知识的结果。任务教学法有利于改善学生的学习态度,提高学生的互动性,培养学生的思维,调动学生的学习兴趣。在语言知识学习方面,任务有一定梯度,可以使学生的学习一步一步向前推进,逐步习得汉语。希望本研究能促进任务教学法在泰国中学汉语课堂的应用,以达到提升中学汉语课堂教学水平的目的。
[Abstract]:Under the background of global Chinese fever, Chinese teaching in Thailand has been flourishing in recent years, and the number of students learning Chinese is increasing. However, the quality of Chinese teaching is not ideal. The existing Thai middle school Chinese classroom teaching emphasizes the traditional teaching method, the teacher takes the teaching as the center, the interaction between teachers and students is very little, which has affected the Chinese classroom teaching effect. Through classroom observation and questionnaire survey, this paper finds out the problems existing in the teaching of Chinese in Thai middle school, combines the characteristics of Thai students' learning Chinese, and puts forward the application of task-based approach to Chinese teaching in Thai middle schools. To improve the quality of Thai Chinese teaching. In order to explore the application of task-based teaching method in Chinese teaching in Thai middle school, the author carried out an experiment of task-based teaching method. We choose the "Food" lesson in "experience Chinese" as an example, design the task-based teaching method of this lesson, and then apply the designed task to the classroom teaching, and analyze the results and the main deficiencies. The investigation shows that at present there are several main problems in the teaching of Chinese language in Thailand: (1) the students' learning motivation needs to be strengthened. (2) the traditional teaching methods are emphasized. (3) some teaching materials have some problems. (4) the class hours are too small. The teaching design needs to be improved. Task-based teaching is a more advanced teaching method recognized in the field of Chinese teaching, which can effectively overcome the problems existing in the teaching of Chinese in Thailand and improve the effect of Chinese teaching. The applicability of task-based approach to Chinese teaching in Thailand is mainly manifested in that: (1) Task-based teaching method can enhance classroom interaction and improve students' participation. (2) Task-based approach helps to activate classroom atmosphere. (3) Task-based approach can effectively cultivate students' communicative competence in Chinese. (4) task-based teaching method can adapt well to the learning characteristics of Thai middle school students. Although more than half of Thai middle school Chinese teachers understand task-based teaching method, few people apply task-based teaching method to Chinese classroom. Some teachers say that Chinese class has less class hours and it takes a long time to design tasks. Some teachers show that teachers have a heavy personal task and have no time to design tasks or classroom activities. In order to explore the application of task-based teaching method in Chinese teaching in middle school in Thailand, the author takes the first grade Chinese class in a middle school in Thailand as an example, and carries out an experimental study of task-based teaching method in Thai middle school to verify the effect of task-based teaching method. Points out areas for improvement. The experiment of task-based approach shows that task-based approach can not only achieve the effect of language acquisition, but also the result of non-linguistic knowledge. Task-based approach is helpful to improve students' learning attitude, improve students' interactivity, cultivate students' thinking and arouse students' interest in learning. In the aspect of language knowledge learning, the task has a certain gradient, which can make students learn Chinese step by step. It is hoped that this study can promote the application of task-based approach to Chinese learning in Thai middle school, so as to improve the level of Chinese teaching in middle school.
【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

【参考文献】