汉语视听说教学引入认知风格论的探索与研究
发布时间：2019-03-22 18:49
【摘要】：随着第二语言教学由语言知识课向语言实践课的转化,视听说教学受到了极大地关注与重视。汉语视听说教学在汉语国际教育教学中起到了至关重要的作用。而学习者的个体差异影响到学习者的语言习得和课堂的教学效果。认知风格就是一个重要的个体差异。如果将认知风格引入到汉语视听说教学中,势必会对学生的语言习得有很大的帮助。在导师的帮助指引下,笔者搜集了大量的资料,将认知风格理论应用到外语课堂实践教学中,在此基础上找到其与对外汉语视听说教学的切入点,希望其应用到对外汉语视听说教学中,并有助于对外汉语视听说教学。 本文主要研究基于认知风格论下的汉语视听说教学。主体研究共分为四部分： 第一部分主要是对对外汉语视听说课程进行综述。主要从汉语视听说课程的教学概念和教学价值,汉语视听说课程的特点,汉语视听说课程的基本授课方式和教学原则,汉语视听说课程中的语言习得四个方面进行介绍说明。 第二部分主要是对认知风格理论进行阐述。主要从认知风格论简介,认知风格的分类,认知风格特点与第二语言习得的关系,认知风格对视听说教学策略设计的影响四个方面进行介绍。 第三部分主要是根据外语教学实践,笔者提出了基于认知风格论的汉语视听说课的教学原则。 第四部分主要是对基于认知风格理论的汉语视听说课程的教学策略进行说明,笔者提出了“三段式”“三层”“三变”的教学模式。
[Abstract]:With the transformation of second language teaching from language knowledge class to language practice class, visual and listening teaching has been paid great attention to. Chinese audio-visual teaching plays an important role in the teaching of Chinese international education. Individual differences of learners affect learners' language acquisition and classroom teaching results. Cognitive style is an important individual difference. If the cognitive style is introduced into the teaching of Chinese audio-visual listening and speaking, it will certainly be of great help to the students' language acquisition. Under the guidance of the tutor, the author collects a lot of data and applies the cognitive style theory to the practice teaching of foreign language classroom. On this basis, the author finds the starting point between the cognitive style theory and the audio-visual teaching of Chinese as a foreign language. It is hoped that it can be applied to the teaching of Chinese as a foreign language and contribute to the teaching of Chinese as a foreign language. This paper mainly studies Chinese audio-visual teaching based on cognitive stylistic theory. The main research is divided into four parts: the first part is a summary of visual and audiovisual courses in Chinese as a foreign language. This paper mainly introduces the teaching concept and teaching value of Chinese audio-visual course, the characteristics of Chinese audio-visual course, the basic teaching method and teaching principle of Chinese audio-visual course, and the language acquisition in Chinese audio-visual course. The second part is mainly to the cognitive style theory to carry on the elaboration. This paper mainly introduces the cognitive style theory, the classification of cognitive style, the relationship between cognitive style characteristics and second language acquisition, and the influence of cognitive style on the design of visual listening and speaking teaching strategies. In the third part, according to the practice of foreign language teaching, the author puts forward the teaching principles of Chinese audio-visual lecture based on cognitive stylistic theory. The fourth part is mainly to explain the teaching strategy of Chinese audio-visual course based on cognitive style theory. The author puts forward the teaching mode of "three-stage", "three-level" and "three changes".
【学位授予单位】：黑龙江大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
本文编号：2445827
[Abstract]:With the transformation of second language teaching from language knowledge class to language practice class, visual and listening teaching has been paid great attention to. Chinese audio-visual teaching plays an important role in the teaching of Chinese international education. Individual differences of learners affect learners' language acquisition and classroom teaching results. Cognitive style is an important individual difference. If the cognitive style is introduced into the teaching of Chinese audio-visual listening and speaking, it will certainly be of great help to the students' language acquisition. Under the guidance of the tutor, the author collects a lot of data and applies the cognitive style theory to the practice teaching of foreign language classroom. On this basis, the author finds the starting point between the cognitive style theory and the audio-visual teaching of Chinese as a foreign language. It is hoped that it can be applied to the teaching of Chinese as a foreign language and contribute to the teaching of Chinese as a foreign language. This paper mainly studies Chinese audio-visual teaching based on cognitive stylistic theory. The main research is divided into four parts: the first part is a summary of visual and audiovisual courses in Chinese as a foreign language. This paper mainly introduces the teaching concept and teaching value of Chinese audio-visual course, the characteristics of Chinese audio-visual course, the basic teaching method and teaching principle of Chinese audio-visual course, and the language acquisition in Chinese audio-visual course. The second part is mainly to the cognitive style theory to carry on the elaboration. This paper mainly introduces the cognitive style theory, the classification of cognitive style, the relationship between cognitive style characteristics and second language acquisition, and the influence of cognitive style on the design of visual listening and speaking teaching strategies. In the third part, according to the practice of foreign language teaching, the author puts forward the teaching principles of Chinese audio-visual lecture based on cognitive stylistic theory. The fourth part is mainly to explain the teaching strategy of Chinese audio-visual course based on cognitive style theory. The author puts forward the teaching mode of "three-stage", "three-level" and "three changes".
【学位授予单位】：黑龙江大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
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