认知功能教学法：理论、设计和程序
发布时间：2018-09-07 16:57
【摘要】：“认知功能教学法”的最初设想是金立鑫和邵菁于2001年提出来的。该教学法意在结合近半个多世纪以来语言学界最有影响的两大语言学理论——形式主义语言学和功能主义语言学的语言观,充分发挥外语学习者与生俱来的语言能力(language competence),帮助学习者在学习外语时主动地设定目的语的语言参数(parameter),主动探求目的语规则,不提倡教师把目的语规则灌输给学习者。另一方面,该教学法也主张培养外语学习者在特定的语言环境下选择合适的语言形式的能力,以及培养学习者的交际能力(communicative competence)。 “认知功能教学法”的概念提出之后,邵菁和金立鑫(2007)进一步阐释了该教学法的基础原理,在对外汉语语音、汉字、词汇、语法、语篇教学方面举例性地展示了教学法的操作原则。并且分别在汉语语音教学和语法教学方面做了实验,实验结果显示“认知功能教学法”有效性显著。 本论文在全面论述“认知功能教学法”基本思想的基础上建立一套完整的“认知功能教学法”体系。 中国的外语教学界不乏适合国情的自创的教学方法,如“张思中英语教学法”、“英语写长法”等。汉语国际教育界的学者和教师们也提出了不少行之有效的教学法原则,如结构、功能、文化相结合；精讲多练,以言语技能和交际技能训练为中心；循序渐进,螺旋式提高,加强重现率等原则(刘殉,1997)。但这类“教学法”缺乏“语言观”或语言学底层理论的基础,也没有做出教学法理念指导下的总体设计,更多的是一些具体的操作方法或技巧。因此它们都不能说是较为完整的教学法体系。 Anthony (1963)区分了教学法的approach、method、techniques三个层次。本论文是在这三个层次上建立“认知功能教学法”体系。 论文的第一部分(第一章-第二章)为“认知功能教学法”确定了语言学、心理学以及语言学习方面的理论依据,探讨了“认知功能教学法”与其他外语教学法的关系以及“认知”和“功能”结合的合理性和可行性。 论文的第二部分(第三章-第七章)确立了“认知功能教学法”的目标、原则,建立了“认知功能教学法”语音、词汇、语法、语篇教学大纲模型,还讨论了“认知功能教学法”课程设计和教材编写的方法,教师和学生的角色以及能体现“认知功能教学法”原则的测试和评估。 论文的第三部分(第八章)介绍了“认知功能教学法”具体的课堂教学操作程序和技巧,包括“有效语料”的准备和展示方法、课堂行为模式和师生互动模式、课堂活动和练习设计,最后总结了课堂教学步骤。 以上是本论文的定性研究部分。论文的第四部分(第九章)是“认知功能教学法”的两个有效性实验,采用定量研究的方法,搜集教学数据,统计分析。第一个实验比较了“认知功能教学法”和其他教学法在汉语近义词辨析教学方面的效果。单因素方差分析结果显示各组之间(实验组和对照组)的后测成绩有显著差异,但是用Fisher最小显著差异方法两两比较各组后测成绩,结果显示并不是所有实验组的成绩都与对照组有显著差异。虽然这个实验的结果不足以证明“认知功能教学法”优于其他教学法,但它为我们积累了不少教学法实施的宝贵经验。比如,“认知功能教学法”更适合哪种学生；今后实证研究中应该注意的问题等。第二个实验检验了“认知功能教学法”在对外汉语语篇教学(人称回指规则教学)方面的有效性。实验结果证明该教学法有效性显著。 “认知功能教学法”是由我国学者提出的第一套独立的、成系统的外语教学法理论体系,不仅有语言学、心理学和外语学习理论的支撑,也有教学法理论指导下的总体设计和具体操作方法。特别是在教学法理论指导下的教学大纲模型,尤其是对外汉语语篇教学大纲模型的建立具有创新意义。“认知功能教学法”不仅可应用于汉语国际教育,也可应用于各种外语教学,希望本教学法的提出能对我国乃至世界外语教学理论和方法的发展有所贡献。
[Abstract]:Jin Lixin and Shao Jing first proposed the cognitive-functional approach in 2001. This approach aims to combine the two most influential linguistic theories in the field of linguistics in the past half century, namely, formalistic linguistics and functionalist linguistics, to give full play to foreign language learners'innate linguistic competence. Language competence helps learners actively set language parameters of the target language, actively explore the rules of the target language, and does not encourage teachers to instill the rules of the target language into the learners. And communicative competence.
After the concept of "cognitive function teaching method" was put forward, Shao Jing and Jin Lixin (2007) further explained the basic principles of the teaching method, and illustrated the operating principles of the teaching method in phonetics, Chinese characters, vocabulary, grammar and discourse teaching of Chinese as a foreign language. The results show that the cognitive function teaching method is effective.
This paper sets up a complete system of "cognitive function teaching method" on the basis of discussing the basic idea of "cognitive function teaching method".
There are many self-created teaching methods suitable for China's foreign language teaching, such as "Zhang Sizhong's English Teaching Method" and "English Writing Length Method". Practice as the center, step by step, spiral improvement, and reinforcing the rate of recurrence (Liu Ju, 1997). However, this kind of "teaching method" lacks the foundation of "linguistic outlook" or the basic theory of linguistics, and does not make the overall design under the guidance of teaching methods. It is more specific operating methods or techniques. Therefore, they can not be said to be comparative. A complete teaching system.
Anthony (1963) distinguishes the approach, method and techniques of teaching methods. This paper is to establish a "cognitive function teaching method" system on these three levels.
The first part of the paper (Chapter 1-Chapter 2) defines the theoretical basis of the cognitive function approach in linguistics, psychology and language learning. It also discusses the relationship between the cognitive function approach and other foreign language teaching methods, and the rationality and feasibility of the combination of the cognitive function approach and the functional approach.
The second part of the paper (Chapter 3-Chapter 7) establishes the objectives and principles of the "cognitive function teaching method". It establishes the syllabus model of pronunciation, vocabulary, grammar and discourse in the "cognitive function teaching method". It also discusses the curriculum design of the "cognitive function teaching method" and the method of compiling textbooks, the roles of teachers and students, as well as the realization of "recognition". The test and evaluation of the principle of knowledge function teaching.
The third part of the paper (Chapter 8) introduces the specific classroom teaching procedures and skills of Cognitive Function Teaching Method, including the preparation and presentation of effective corpus, classroom behavior model, teacher-student interaction model, classroom activities and practice design, and finally summarizes the steps of classroom teaching.
The fourth part (Chapter 9) of the thesis is two valid experiments of the Cognitive Function Approach. The first experiment compares the effectiveness of the Cognitive Function Approach and other teaching methods in the teaching of Chinese synonym discrimination. Results. One-way ANOVA analysis showed that there was a significant difference in post-test scores between the two groups (experimental group and control group), but Fisher's minimal significant difference method was used to compare the post-test results in two groups. The results showed that not all the experimental groups had significant differences with the control group. Cognitive function teaching method is superior to other teaching methods, but it has accumulated a lot of valuable experience for us. For example, what kind of students is more suitable for cognitive function teaching method; what should be paid attention to in the future empirical research. The second experiment tests the cognitive function teaching method in teaching Chinese as a foreign language (personal anaphora). The effectiveness of the rule teaching is proved by experiments. The experimental results prove that the teaching method is effective.
"Cognitive Functional Approach" is the first set of independent and systematic theories of foreign language teaching put forward by Chinese scholars. It is supported not only by linguistics, psychology and foreign language learning theories, but also by the overall design and specific operation methods under the guidance of pedagogical theories, especially the syllabus model under the guidance of pedagogical theories. Especially, the establishment of the syllabus model of TCSL is of innovative significance. Cognitive Functional Approach can be applied not only to Chinese international education, but also to various foreign language teaching. It is hoped that this approach will contribute to the development of foreign language teaching theories and methods in China and even in the world.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195.3
本文编号：2228861
[Abstract]:Jin Lixin and Shao Jing first proposed the cognitive-functional approach in 2001. This approach aims to combine the two most influential linguistic theories in the field of linguistics in the past half century, namely, formalistic linguistics and functionalist linguistics, to give full play to foreign language learners'innate linguistic competence. Language competence helps learners actively set language parameters of the target language, actively explore the rules of the target language, and does not encourage teachers to instill the rules of the target language into the learners. And communicative competence.
After the concept of "cognitive function teaching method" was put forward, Shao Jing and Jin Lixin (2007) further explained the basic principles of the teaching method, and illustrated the operating principles of the teaching method in phonetics, Chinese characters, vocabulary, grammar and discourse teaching of Chinese as a foreign language. The results show that the cognitive function teaching method is effective.
This paper sets up a complete system of "cognitive function teaching method" on the basis of discussing the basic idea of "cognitive function teaching method".
There are many self-created teaching methods suitable for China's foreign language teaching, such as "Zhang Sizhong's English Teaching Method" and "English Writing Length Method". Practice as the center, step by step, spiral improvement, and reinforcing the rate of recurrence (Liu Ju, 1997). However, this kind of "teaching method" lacks the foundation of "linguistic outlook" or the basic theory of linguistics, and does not make the overall design under the guidance of teaching methods. It is more specific operating methods or techniques. Therefore, they can not be said to be comparative. A complete teaching system.
Anthony (1963) distinguishes the approach, method and techniques of teaching methods. This paper is to establish a "cognitive function teaching method" system on these three levels.
The first part of the paper (Chapter 1-Chapter 2) defines the theoretical basis of the cognitive function approach in linguistics, psychology and language learning. It also discusses the relationship between the cognitive function approach and other foreign language teaching methods, and the rationality and feasibility of the combination of the cognitive function approach and the functional approach.
The second part of the paper (Chapter 3-Chapter 7) establishes the objectives and principles of the "cognitive function teaching method". It establishes the syllabus model of pronunciation, vocabulary, grammar and discourse in the "cognitive function teaching method". It also discusses the curriculum design of the "cognitive function teaching method" and the method of compiling textbooks, the roles of teachers and students, as well as the realization of "recognition". The test and evaluation of the principle of knowledge function teaching.
The third part of the paper (Chapter 8) introduces the specific classroom teaching procedures and skills of Cognitive Function Teaching Method, including the preparation and presentation of effective corpus, classroom behavior model, teacher-student interaction model, classroom activities and practice design, and finally summarizes the steps of classroom teaching.
The fourth part (Chapter 9) of the thesis is two valid experiments of the Cognitive Function Approach. The first experiment compares the effectiveness of the Cognitive Function Approach and other teaching methods in the teaching of Chinese synonym discrimination. Results. One-way ANOVA analysis showed that there was a significant difference in post-test scores between the two groups (experimental group and control group), but Fisher's minimal significant difference method was used to compare the post-test results in two groups. The results showed that not all the experimental groups had significant differences with the control group. Cognitive function teaching method is superior to other teaching methods, but it has accumulated a lot of valuable experience for us. For example, what kind of students is more suitable for cognitive function teaching method; what should be paid attention to in the future empirical research. The second experiment tests the cognitive function teaching method in teaching Chinese as a foreign language (personal anaphora). The effectiveness of the rule teaching is proved by experiments. The experimental results prove that the teaching method is effective.
"Cognitive Functional Approach" is the first set of independent and systematic theories of foreign language teaching put forward by Chinese scholars. It is supported not only by linguistics, psychology and foreign language learning theories, but also by the overall design and specific operation methods under the guidance of pedagogical theories, especially the syllabus model under the guidance of pedagogical theories. Especially, the establishment of the syllabus model of TCSL is of innovative significance. Cognitive Functional Approach can be applied not only to Chinese international education, but also to various foreign language teaching. It is hoped that this approach will contribute to the development of foreign language teaching theories and methods in China and even in the world.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195.3
【参考文献】
相关期刊论文 前10条
1 马春华;;假设复句和条件复句的欧化:将+主句动词[J];安徽大学学报(哲学社会科学版);2010年06期
2 彭宣维;主题发展与衔接[J];重庆大学学报(社会科学版);1999年03期
3 许余龙;从回指确认的角度看汉语叙述体篇章中的主题标示[J];当代语言学;2005年02期
4 李京廉;现代汉语中长距离反身代词“自己”的阻断效应研究[J];外国语言文学;2004年01期
5 谭春;;外语课堂教学“中心”之辨:反思与建议[J];外语教学理论与实践;2009年01期
6 郑国锋;;英汉语替代对比功能分析[J];华东理工大学学报(社会科学版);2009年03期
7 毛世桢;现代汉语语法停顿初探[J];华东师范大学学报(哲学社会科学版);1994年02期
8 朱勘宇;汉语零形回指的句法驱动力[J];汉语学习;2002年04期
9 彭小川;关于对外汉语语篇教学的新思考[J];汉语学习;2004年02期
10 董淑慧;;“A归A”的语义、语篇功能及偏误分析[J];汉语学习;2006年04期
相关博士学位论文 前1条
1 郭圣林;现代汉语若干句式的语篇考察[D];复旦大学;2004年
相关硕士学位论文 前1条
1 位宇;真实语料的任务型教学在汉语初级听力课中的应用[D];上海外国语大学;2011年
，本文编号：2228861
本文链接：https://www.wllwen.com/wenyilunwen/hanyulw/2228861.html
