汉语听力教学的问题与策略研究

发布时间：2018-02-12 20:26

本文关键词： 汉语听力课堂教学问题与策略　出处：《西北大学》2013年硕士论文　论文类型：学位论文

【摘要】：本文以对外汉语教学过程中三要素——教师、教材、学习者为调查对象,通过调查问卷的形式,探讨影响汉语听力课堂教学的有效性。笔者发现已有不少学者从教师、课程设置、教学技巧等对听力课堂进行了多角度研究,但笔者以为,教师为教学过程中的引导者,学习者为教学过程中的主体,只有教师明晰学习者在听力学习过程中的真正需求,才能从本质上改善听力课堂的效果,促进学习者进行听力学习。故本文主要以学习者的角度去质疑和发现阻碍汉语听力课堂有效性的因素,并通过对调查问卷的研究和分析提出能够提高汉语听力课堂有效性的策略。本论文是在对国外听力教学相关研究的基础上,对120名正在中国学习汉语的留学生展开了问卷调查,其中有20名学习者来自西北大学国际交流学院,共发下20份调查问卷,收回18份,其中有效问卷为18份；其余100名均为网络上自愿参加问卷调查的汉语学习者,共上传100份调查问卷,收回75份,其中有效问卷为69份。笔者通过对有效问卷的研究和分析,归纳和总结了影响汉语听力课堂有效性的几个因素：(1)教师——教学技巧、自身素质。(2)教材——选题、音频材料。(3)学习者——学习动机、学习能力、自身因素。并围绕这三个方面,探讨提高听力课堂有效性的策略。
[Abstract]:This paper takes three elements in the process of teaching Chinese as a foreign language (TCFL)-teachers, teaching materials, and learners as the objects of investigation, and explores the effectiveness of the classroom teaching of Chinese listening through the form of questionnaire. Teaching skills and so on have carried on the multi-angle research to the listening class, but the author thinks, the teacher is the guide in the teaching process, the learner is the main body in the teaching process, only the teacher is clear learners' real needs in the listening learning process. In order to improve the effect of listening class in essence and promote learners to learn listening, this paper mainly questions and finds the factors that hinder the effectiveness of Chinese listening class from the perspective of learners. Through the research and analysis of the questionnaire, the strategies to improve the effectiveness of Chinese listening class are put forward. On the basis of the research on listening teaching abroad, this paper investigates 120 foreign students who are studying Chinese in China. Among them, 20 students are from the College of International Exchange of Northwestern University, and 20 questionnaires are sent out. Among them, 18 valid questionnaires were collected, and the remaining 100 were Chinese learners who volunteered to take part in the questionnaire survey on the Internet. A total of 100 questionnaires were uploaded and 75 questionnaires were collected, of which 69 were valid questionnaires. Based on the research and analysis of effective questionnaires, the author summarizes several factors that affect the effectiveness of Chinese listening class: 1) teacher-teaching skills, 2) teaching materials-topics, and 3) learners' motivation. Learning ability, self-factors, and around these three aspects, explore the strategies to improve the effectiveness of listening class.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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