《汉语教程》趋向补语的教学设计
发布时间：2018-12-11 07:08
【摘要】：教学设计在对外汉语教学过程中的作用尤为重要，是课堂教学的蓝图。要取得良好的教学效果就不能轻视教学设计的编写。在对外汉语教学中趋向补语是教学的重点和难点，如何在教学中高效优质的完成对趋向补语及其引申用法的教学成为了对外汉语教师不断思索的问题。本文选取杨寄洲主编的《汉语教程》，从中提取出讲授趋向补语知识点的课文——第二册(上)的第四课《快上来吧，要开车了》、第九课《钥匙忘拔下来了》、第二册(下)的十七课《我想起来了》作为研究对象进行趋向补语的教学设计。 本文绪论部分介绍了选题意义、研究现状以及研究思路。正文部分分三章进行阐述。第一章分别对中介语及偏误分析理论，对外汉语教学设计理论，趋向补语本体，以及对外汉语教学中的趋向补语偏误进行研究，为后文的教学设计做基础。第二章阐述本教学设计的依据，通过教材及课型分析确立了以教师为主导、学生为中心、精讲多练的教学原则，教学方法为图示法、演绎法等多种方法相结合。第三章即为教学设计，根据课文分为三个教学设计，，第四课《快上来吧，要开车了》是简单趋向补语的教学设计；第九课《钥匙忘拔下来了》是复合趋向补语的教学设计；十七课《我想起来了》为趋向补语引申用法的教学设计。最后为本文的结论部分,总结了本文的尝试以及不足之处。
[Abstract]:Teaching design plays an important role in teaching Chinese as a foreign language and is the blueprint of classroom teaching. In order to achieve good teaching effect, we can not despise the writing of teaching design. In the teaching of Chinese as a foreign language (TCFL), it is an important and difficult point in teaching that how to complete the teaching of directional complement and its extended usage efficiently and high-quality has become a problem for TCFL teachers to think about. This article selects the Chinese course edited by Yang Yazhou, and extracts from it the text that teaches the knowledge points of the directional complement. Lesson 4 of Book 2 (first), "come on, you're going to drive." lesson 9, "forgot to pull out the key", Lesson 17 (I remember) as the object of study, the second part carries on the teaching design of directional complement. The introduction of this paper introduces the significance of the topic, research status and research ideas. The text is divided into three chapters. The first chapter studies the theory of interlanguage and error analysis, the design theory of teaching Chinese as a foreign language, the Noumenon of directional complement, and the bias of directional complement in teaching Chinese as a foreign language. The second chapter elaborates the basis of this teaching design, through the teaching material and the class type analysis, has established the teaching principle which takes the teacher as the leading, the student as the center, the teaching method is the diagram method, the deductive method and so on. The third chapter is the teaching design, which is divided into three teaching designs according to the text, the fourth lesson < come up, to drive up > is the teaching design of simple directional complement, the ninth lesson < key forgot to pull out > is the teaching design of compound directional complement; Lesson 17 (I remember) the instructional design for the extended use of directional complements. The last part is the conclusion of this paper, summarized the attempt and shortcomings of this paper.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2372117
[Abstract]:Teaching design plays an important role in teaching Chinese as a foreign language and is the blueprint of classroom teaching. In order to achieve good teaching effect, we can not despise the writing of teaching design. In the teaching of Chinese as a foreign language (TCFL), it is an important and difficult point in teaching that how to complete the teaching of directional complement and its extended usage efficiently and high-quality has become a problem for TCFL teachers to think about. This article selects the Chinese course edited by Yang Yazhou, and extracts from it the text that teaches the knowledge points of the directional complement. Lesson 4 of Book 2 (first), "come on, you're going to drive." lesson 9, "forgot to pull out the key", Lesson 17 (I remember) as the object of study, the second part carries on the teaching design of directional complement. The introduction of this paper introduces the significance of the topic, research status and research ideas. The text is divided into three chapters. The first chapter studies the theory of interlanguage and error analysis, the design theory of teaching Chinese as a foreign language, the Noumenon of directional complement, and the bias of directional complement in teaching Chinese as a foreign language. The second chapter elaborates the basis of this teaching design, through the teaching material and the class type analysis, has established the teaching principle which takes the teacher as the leading, the student as the center, the teaching method is the diagram method, the deductive method and so on. The third chapter is the teaching design, which is divided into three teaching designs according to the text, the fourth lesson < come up, to drive up > is the teaching design of simple directional complement, the ninth lesson < key forgot to pull out > is the teaching design of compound directional complement; Lesson 17 (I remember) the instructional design for the extended use of directional complements. The last part is the conclusion of this paper, summarized the attempt and shortcomings of this paper.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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本文编号：2372117
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