AP目标下美国华裔后代继承语三段式教学方法研究

发布时间：2019-06-26 15:07

【摘要】：在世界性的中文学习热潮中,如何从实现理想教学效果出发,构建行之有效的汉语教学方法,对于推动世界范围的中文教育具有重要的理论与现实意义。本论文根据个人长期在美国周末中文学校教授汉语的工作实践,在系统分析现阶段美国华裔后代汉语学习中所存在的问题以及华裔后代继承语教育的特殊性的基础上,借鉴国际先进的教育设计理论及教学方法实践经验,结合《21世纪外语教学标准》所规定的“5C”、“3M”的外语学习目标,采用文献调研、实践经验归纳总结与实证分析的研究方法,针对美国华裔后代中文学习的适用教学方法问题进行了系统性的研究。本文的主要研究成果如下： (1)美国现阶段周末中文学校以及参加AP中文考试的学生主体为华裔后代；华裔后代的汉语教育属于继承语教育。 (2)华裔继承语学习者的优势在于其所拥有的语言特质及其家庭环境的语言文化背景,而华裔后代学生对汉语学习困难的估计不足以及汉语特定的语言结构所需要的大量输入巩固练习,构成了其汉语学习的劣势。汉语继承语教学的难点在于汉字学习,相应教学重点是如何使学生高效而顺利地掌握常用汉字。 (3)从4至5岁到小学4、5年级的华裔后代是中文学习的“黄金期”；初中阶段的学生因主观与客观上的原因所导致的对中文学习的抗拒心理,易导致其放弃系统的汉语教育,使这一阶段成为华裔后代中文学习的“流失期”；高中以上华裔后代学生开始具有的民族认同感,加以AP中文考试成绩成为衡量中学生未来发展潜力重要指标,因此这一时期是华裔后代中文学习的“成长期”。 (4)“黄金期”宜采用以直接教学法为主、图文归纳法为辅的行为主义型的教学方法；“流失期”宜采用以合作学习和团体调查及角色扮演为主的社会型教学方法；而“成长期”最适用的教学方法为法理学探究法。 (5)由不同阶段的具体教学方法集合而成的AP目标下美国华裔后代中文学习的“三段式适用教学方法”,是本论文研究的特色创新所在。
[Abstract]:In the world of the Chinese study upsurge, how to construct an effective Chinese teaching method from the ideal teaching effect of the world is of great theoretical and practical significance to the promotion of the world-wide Chinese education. On the basis of the work practice of Chinese traditional Chinese school in the United States for a long time, this thesis is based on the systematic analysis of the problems existing in Chinese study of Chinese-American children and the particularity of the inheritance of Chinese-American children. On the other hand, with reference to the international advanced educational design theory and the practical experience of the teaching method, combining with the "5C" and "3M" 's foreign language learning objectives as set out in the foreign language teaching standard in the 21st century, the author uses the literature research, the practical experience and the empirical analysis. A systematic study of the applicable teaching methods of Chinese learning in Chinese-American children The main research of this paper is to The results are as follows: (1) The Chinese school at the present end of the United States and the main body of the students participating in the Chinese examination of the AP are Chinese-American children; Chinese education of Chinese-American children belongs to (2) The advantage of Chinese-American learners is the linguistic and cultural background of their own language and their family environment. The amount is input to the consolidation exercise to form it The disadvantage of Chinese learning is that the difficulty of Chinese language teaching is to study Chinese characters, and the corresponding teaching focuses on how to make the students work efficiently and smoothly. (3) Chinese-American descent from the age of 4 to 5 to the fourth and fifth graders of the primary school is the "golden period" of Chinese study; the resistance to Chinese learning caused by the subjective and objective causes of the students in the junior middle school is apt to cause it To give up the Chinese education of the system, make this stage the "loss period" of Chinese study of Chinese-American children; the students of Chinese-American descent in high school begin to have the national identity, and the Chinese test results of the AP have become an important index to measure the future development potential of middle school students, so this period is the "trunk>" long-te of Chinese learning in the future of Chinese-Americans. ". (4) The "golden period" should adopt the method of behaviorism with direct teaching method as the main and the text-text induction as the auxiliary; the "loss period" should adopt the social-type teaching method based on cooperative learning and group investigation and role-playing; and the "long-term" is the most suitable." (5) The "Three-stage applicable teaching method" of Chinese learning of Chinese-American children under the AP target, which is formed by the specific teaching methods in different stages.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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