蒙古国中学汉语口语教学初探

发布时间：2018-05-25 08:02

本文选题：蒙古学生 + HSK口试（高等）　；参考：《吉林大学》2012年硕士论文

【摘要】：随着中蒙关系越来越密切，贸易往来日益频繁，越来越多的蒙古国人开始学习汉语，蒙古国内专门的汉语学校也越来越多，同时对汉语教师的需求越来越大。国家汉办培训了大批的汉语教师志愿者并派往蒙古国。笔者经过国家汉办的重重选拔，很幸运的加入到了赴蒙汉语教师志愿者的队伍中。这篇论文就是笔者根据在蒙古国一年的教学实践经历，不断地探索思考，从实践和理论两个方面，对怎样进行汉语口语教学进行了初步探究，对HSK口试成绩以及汉语口头交际能力的提高都有重要的指导意义。本文首先对对外汉语口语教学现状和HSK口语教学现状进行了分析，然后就蒙古国汉语口语教学现状，学生目前汉语口语能力的表现，学生特点，存在的问题等进行分析，进而提出教学建议和解决教学问题的方法，并针对蒙古国学生学习汉语口语的情况，对HSK口试（高等）的考试大纲进行了详细的分析，针对大纲的考试要求以及考察目的，详细论述了怎样提高课堂质量，改善教学内容和方法，注重创新实践，不但使所教学生的HSK口试成绩得到了大幅度的提高，通过率让人满意，而且学生的汉语交际能力明显增强，大部分的学生都能说一口地道流利的汉语，笔者试图通过这一年的教学实践，建立一种有效地教学模式，希望对以后的对蒙汉语口语教学能提供有效地指导，让后来的志愿者对提高口语教学效率的途径能有迹可循。笔者在文中主要运用了边实验边教学的方式，教学对象为9、10、11三个年级四个班的学生。虽然是不同年级，但是学生的口语水平都通过了HSK口试的初、中等水平，因此可以运用相同的教学策略，只是在教学进度和知识的难易程度上有所不同。笔者在整个教学过程中，一边运用理论指导教学实践，一边根据学生实际情况以及测试反馈结果进行分析，调整教学方法。在教学过程中，笔者综合运用了多种教学方法，借鉴了老志愿者总结的红蓝教学法，融入了语境教学法等，并且在教学过程中注重师生互动，学生积极主动参与，学习汉语的兴趣越来越浓厚，由最初的张不开嘴到最后的愿意说汉语，，主动说汉语，最终取得了可喜的成绩，学生的语言运用、文化意识和整体口头表达水平突飞猛进，使用语言准确、得体，口语表达流利，而且一些复杂的句子也运用自如，甚至脱口而出。最终9年级A班的HSK口试（高等）通过率为83.3%，B班的通过率为88.8%，10年级和11年级的通过率均为100%。本文中的所有数据都是笔者在教学过程中记录的实际数据。希望本文能够对从事对外汉语教学的老师提供一些帮助，对汉语口语教学有实际的指导意义，也希望笔者能够给对外汉语口语教学研究学界做出一份贡献。
[Abstract]:With the closer relationship between China and Mongolia, more and more trade contacts are becoming more frequent, more and more people in Mongolia begin to learn Chinese, and more and more Chinese schools of Chinese language are in Mongolia. At the same time, the demand for Chinese teachers is increasing. The state Han office has trained a large number of Chinese teachers and volunteers and sent to Mongolia. This paper is based on two aspects of practice and theory, which is a preliminary exploration of how to carry out the teaching of spoken Chinese in the two aspects of practice and theory, the results of oral examination and the oral communication of Chinese. The improvement of the force has important guiding significance. First of all, this paper analyzes the present situation of the teaching of spoken Chinese as a foreign language and the present situation of HSK oral teaching, and then analyses the present situation of the teaching of spoken Chinese in Mongolia, the performance of the students' spoken Chinese, the characteristics of the students, and the existing problems, and then puts forward some suggestions and solutions to the problems of teaching. In the light of the situation of learning Chinese spoken in Mongolia, this paper makes a detailed analysis of the examination outline of the HSK oral examination (higher). In view of the requirements of the examination and the purpose of the examination, the paper discusses in detail how to improve the quality of the class, improve the teaching content and methods, and put the emphasis on the innovation practice, not only the results of the students' HSK oral examination are achieved. By a significant increase, the rate of passing is satisfactory, and the students' ability to communicate in Chinese is obviously enhanced. Most of the students can speak a fluent Chinese language. The author tries to establish an effective teaching model through this year's teaching practice, hoping to provide effective guidance to the teaching of Mongolian spoken Chinese in the future. The volunteers can find ways to improve oral English teaching efficiency.
In this article, the author mainly uses the way of teaching by the side of the experiment. The object of teaching is the students of four classes of 9,10,11 three grades. Although they are different grades, the students' oral proficiency has passed the initial and middle level of the HSK oral test. Therefore, the same teaching strategy can be used, only in the teaching progress and the difficulty of knowledge. In the whole teaching process, the author uses the theory to guide the teaching practice, and adjusts the teaching method according to the actual situation of the students and the results of the test feedback. In the course of the teaching, the author uses a variety of teaching methods, draws on the red and blue teaching method summed up by the old volunteers, and integrates the context teaching method and so on. In the course of teaching, we pay more attention to the interaction between teachers and students, students actively participate in and learn Chinese more and more, from the initial open mouth to the last willing to speak Chinese, the initiative to speak Chinese, and finally got gratifying achievements, students' language use, cultural awareness and overall oral expression level, the use of language accurate, appropriate, The oral expression is fluent, and some complex sentences are well used and even blurted out. Finally, the HSK oral test of class A in Grade 9 is 83.3%, the pass rate of class B is 88.8%, and the passing rate of Grade 10 and 11 is all the data in this article are the actual data recorded in the teaching process. I hope this article can Some help to the teachers in teaching Chinese as a foreign language is of practical guiding significance to the teaching of spoken Chinese, and I hope that the author can make a contribution to the research field of the teaching of spoken Chinese as a foreign language.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】