基于过程写作法的蒙古中级汉语写作课教学设计

发布时间：2019-06-20 18:17

【摘要】：随着中蒙关系的平稳发展,学习汉语的人越来越多,汉语教学也越来越受到蒙古政府的重视,许多公立和私立大学都开设了汉语课,并初具规模。但蒙古现有的汉语教学偏重于阅读和听力,缺乏写作教学的课程设置,写作课也主要以结果教学法为指导,过程教学法没有得到足够的重视。本文通过对蒙古中级汉语学习者的调查,发现过程写作法较适合蒙古汉语写作课堂,对提高蒙古中级汉语学习者的写作水平有帮助。因此,本文以过程写作法为指导进行了蒙古汉语写作课堂设计,并对设计进行了实际的课堂实施,以期对蒙古的汉语教学有一定的借鉴意义。本文的第一部分介绍了选题的背景、意义、研究方法和内容等,对前人的相关研究成果进行了综述,并介绍了建构主义、合作学习理论和交际教学理论等过程教学法的相关理论基础。第二部分通过问卷调查的形式介绍了蒙古中级汉语写作课现状,并对过程写作法进入蒙古汉语写作课堂进行了可行性分析。第三部分为本文的主体部分,笔者在这一部分以过程写作法为指导进行了蒙古中级汉语写作课设计。第四部分是课堂设计的实施阶段,实际记录了蒙古中级汉语过程写作课堂,并对课后效果进行了调查分析。结语部分介绍了本文的研究难点和不足之处,并提出了对未来研究的展望。
[Abstract]:With the steady development of Sino-Mongolian relations, more and more people learn Chinese, and Chinese teaching has been paid more and more attention by the Mongolian government. Many public and private universities have offered Chinese courses and are beginning to take shape. However, the existing Chinese teaching in Mongolia focuses on reading and listening, and lacks the curriculum of writing teaching. The writing course is mainly guided by the result teaching method, and the process teaching method has not been paid enough attention to. Based on the investigation of Mongolian intermediate Chinese learners, this paper finds that the process writing method is more suitable for Mongolian Chinese writing classroom and is helpful to improve the writing level of Mongolian intermediate Chinese learners. Therefore, under the guidance of process writing method, this paper designs the Mongolian Chinese writing classroom, and carries on the actual classroom implementation to the design, in order to have certain reference significance to the Mongolian Chinese teaching. The first part of this paper introduces the background, significance, research methods and contents of the selected topic, summarizes the previous research results, and introduces the relevant theoretical basis of process teaching method, such as constructivism, cooperative learning theory and communicative teaching theory. The second part introduces the present situation of Mongolian intermediate Chinese writing class through questionnaire survey, and analyzes the feasibility of process writing method entering Mongolian Chinese writing classroom. The third part is the main part of this paper, in which the author designs the Mongolian intermediate Chinese writing course under the guidance of process writing method. The fourth part is the implementation stage of classroom design, which actually records the Mongolian intermediate Chinese process writing classroom, and makes an investigation and analysis of the after-class effect. The conclusion part introduces the difficulties and shortcomings of this paper, and puts forward the prospect of future research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】