初级汉语课堂小组活动有效性行动研究

发布时间：2018-10-25 08:05

【摘要】：外语教学的主要目的是为了提高学习者的交际能力。课堂上教师的教学时间是非常有限的,如何在有限的课堂时间内为学生创造更多的交际性练习是提高学生交际能力的关键。互动是学生进行交际练习的关键,而互动性较强的课堂活动就是小组活动,因此小组活动以其独特的优点而被众多第二语言教学者所采用。首先,小组活动可以大量地增加交际性操练。在小组活动中,学生为了完成共同的任务,需要综合地运用所学语言尽可能快速地相互交流信息,这种交流是交际性的,学生首先注意的是语言的意义而不是形式。其次,小组活动可以提高学生开口率,增加课堂互动程度。在小组活动这样的互动合作学习模式中,人人参与,相互切磋,相互交流,相互影响,相互启发,相互合作,共同发现,共同解决。另外,小组活动还可以形成良好的语言交流气氛和轻松有趣的学习氛围。然而研究者通过自己的课堂观察和教学实践发现,真实的课堂小组活动很难达到预期的理想效果。因此,本人希望通过行动研究发现提高小组活动有效性的切实可行的方法。研究过程主要分成三个阶段：一、课堂观察阶段——研究者从小组活动类型、小组活动话题选择、学生课堂表现以及教师角色四个方面对初级汉语课堂小组活动进行了调查与分析。结果表明：在初级阶段的对外汉语课堂上,小组活动实施的时候常常出现以下一些情况,第一,学生无法进行有效互动,只是形式上在轮流交换信息,当一个同学开口说话的时候,别的学生在溜号或者在准备自己要说的内容；第二,学生没有掌握必要的小组活动的学习策略,不会主动发问,听不懂的时候或者不明白的时候就一带而过,并没有停下来进行意义协商；第三,教师对小组活动缺乏引导或者引导不当。研究者反思后提出假设：教师在小组活动中的作用至关重要,从活动前的准备,如小组活动类型的选择,小组活动话题的选择,到小组活动实施过程中国的引导、反馈、总结,都是影响小组活动成败的关键因素。因此,作者设想小组活动效率低和交际性差的主要原因一是因为教师没有在前期小组活动准备中嵌入可以引发小组成员进行意义协商的疑点,二是因为教师没有通过有意识地学习策略培训,培养学生意义协商的意识。二、教学设计阶段——研究者根据以上假设,以自身教学实践中的学生为实验对象,进行有关增多小组活动中意义协商的教学设计。三、实验教学阶段——在进行“增多小组活动中意义协商”的行动研究中,通过不断地观察与分析,实验、反思与再实验的实践活动。本研究取得的结论为：(一)在设计小组活动的时候,在材料中有目的的插入一些和课文所涉及话题相关的生词可以提高活动中的意义协商的频率；(二)在布置任务时,要通过有计划地教授常用的进行意义协商的语言形式,增加小组活动中的意义协商,并使学生逐渐建立进行意义协商的意识。(三)在实施小组活动的过程中,教师要适时地对学生进行引导,恰当地地提醒学生进行意义协商。最后研究者根据行动研究的结果对对外汉语教师提出了自己在初级汉语课堂小组活动方面的建议。
[Abstract]:The main purpose of foreign language teaching is to improve the communicative competence of learners. The teacher's teaching time in class is very limited, how to create more intercommunicating practice for students in limited classroom time is the key to improve students' communicative competence. The interaction is the key to the students' communicative activities, while the more interactive classroom activity is the group activity, so the group activity is adopted by many second language teachers with its unique advantages. First, the group activity can greatly increase the intertextuality practice. In group activities, in order to accomplish common tasks, students need to use the language they learn to exchange information as quickly as possible. This communication is intercommunicating. The students first pay attention to the meaning of language rather than the form. Secondly, group activity can improve student's opening rate and increase the degree of classroom interaction. In the interactive cooperative learning mode such as group activities, everyone is involved in, mutual understanding, mutual communication, mutual influence, mutual inspiration, mutual cooperation, mutual discovery, and common solution. In addition, group activities can form a good language exchange atmosphere and an easy and fun learning atmosphere. However, the researchers have found that the real classroom group activity is difficult to achieve the desired ideal effect through its own classroom observation and teaching practice. I therefore wish to find practical ways to improve the effectiveness of group activities through action research. The research process is mainly divided into three Phase: 1. The classroom observation period _ researchers conducted the activities of primary Chinese classroom group from four aspects: group activity type, group activity topic selection, student class performance and teacher role. Investigation and analysis. The results show that in TCFL class in the primary stage, there are some situations in the implementation of group activities. First, students can't interact effectively, only in the form of exchange of information in turn, when a student opens When speaking, the other students are at the slip or in preparation for what they want to say; secondly, the students do not have the learning strategies of the necessary group activities, do not take the initiative to ask, do not understand when or when they do not understand, and do not stop to make sense Consultation; Third, the teacher's lack of guidance on group activities or Improper guidance. After reflection, the researchers put forward the assumption that the role of teachers in group activities is very important, from pre-activity preparation, such as group activity type selection, group activity topic selection, to group activity implementation process China guidance, Feedback, summary, all are the success or failure of group activities Therefore, the author thinks that the main reason for the low efficiency of group activity and the difference of intercommunicating sex is that teachers do not embed in the preparation of pre-group activities can lead to the doubtful points of meaningful consultation among the members of the group, because the teachers do not adopt the conscious geoscience Learning Strategies Training and Cultivating Students' Sense In the course of teaching design phase _ researchers, according to the above assumptions, take the students in their own teaching practice as the experimental objects, and carry out the activities of the related increase group. The teaching design of pre-negotiation. III. Stage of experimental teaching _ in "in that follow-up study of the significance consultation in group activity, through continuous observation and analysis, experiment, The results obtained in this study are: (1) When designing group activities, it is possible to insert some new words related to topics related to the topic in the material to improve the sense of meaning in the activities. the frequency of a quotient; (ii) in the assignment of a task, it is necessary to increase the meaning consultation in the group activity by means of a language form of meaningful negotiation commonly used by professors, and to make learning (3) In the process of carrying out the group activities, teachers should guide the students in the process of carrying out the group activities, Finally, according to the result of the action study, the researcher put forward the self-help of the Chinese as a foreign language teacher.
【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

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