“三步教学法”及其教学设计

发布时间：2018-03-23 17:06

本文选题：“三步教学法”　切入点：输入　出处：《哈尔滨师范大学》2015年硕士论文

【摘要】：对外汉语教学发展至今,高效的教学方法和教学模式成为学界关注和探索的问题。本文在对外汉语语法教学实践的基础上,从语法教学特点出发,归纳总结出一种适用于对外汉语课堂教学,尤其是语法教学的方法——“三步教学法”。所谓“三步教学法”,简言之,就是根据二语习得特点和语言教学规律,将复杂的教学过程析化为“输入——操练——输出”三个步骤的教学方法。我们知道,教与学的过程就是一个输入和输出的过程。但仅有高质量的“输入”,未必就能达到预期的“输出”效果,因此,在“输入”之后和“输出”之前,还需一个有助于存储和记忆的重要环节——“操练”。这就是“三步教学法”的内涵及其理论依据。本文旨在通过对“三步教学法”教学原则的分析研究,以及大量有关“三步教学法”课堂教学设计的展示,明晰对外汉语语法教学的思路和方法。首先阐述了“三步教学法”的基本内涵及其相关理论依据。“三步教学法”就是通过“输入”、“操练”、“输出”三个过程的有机结合,实现学习者“听懂”、“记住”、“运用”所学知识的教学目的。克拉申的“输入假说”理论和结构-功能理论是“三步教学法”提出的理论依据。其次结合具体案例,分别对“输入、操练、输出”三个部分的教学原则加以分析。在输入阶段,应遵循讲解精炼、清晰直观、逻辑有序和信息适度等原则；在操练阶段,应遵循多样性、趣味性、半机械性、适当纠错及教师引导等原则；在输出阶段,应遵循真实性、趣味性、学生中心和可操作性等原则。在“三步教学法”及其教学原则的指导下,我们选取7个常见语法项目,对其进行了详细的教学设计,力求在实践中检验“三步教学法”的实用性和有效性。接下来主要讨论了“三步教学法”各步骤之间的教学目的、相互关系、活动主体的差异性以及国内外的应用差异,并探讨了在语法教学中的重要意义。最后简要介绍“三步教学法”在语音、词汇及汉字等其他语言要素的运用,将“三步教学法”由语法教学扩展到其他语言要素教学。“三步教学法”具有较强的可操作性,不仅可广泛应用于各阶段语法教学中,同时也可以应用于如语音、词汇、汉字等语言教学中,对整个汉语作为第二语言教学的促进具有重大意义。
[Abstract]:The development of teaching Chinese as a foreign language so far, efficient teaching methods and teaching model has become the academic attention and exploration. Based on the foreign language teaching practice, from the perspective of grammar teaching characteristics, summed up a suitable foreign language classroom teaching, especially the methods of grammar teaching -- "three step teaching method" the so-called "three step teaching method", in short, is based on the two language acquisition and language teaching law, the analysis of teaching process for complex teaching method of "input - output practice --" three steps. As we know, the process of teaching and learning is a process of input and output. But only the high quality of the "input", may not be able to achieve the desired effect, therefore, the "output" before the "input" and "output", also need a help memory and an important link -- "practice ". this is the connotation of the" three step teaching method and its theoretical basis. This paper aims to research on the "three step teaching principle, as well as a large number of" three step teaching method of classroom teaching design, clear ideas and methods in teaching Chinese as a foreign language. First elaborated the basic connotation of "the three step teaching method and theory basis." three step teaching method "is the" input "," practice "," combination of output "three processes, the learners achieve" understand "," remember "," use "the knowledge of the teaching purpose of Krashen's" input. The hypothesis "theory and the structure function is the theory of" three step teaching method put forward theoretical basis. Secondly combining the concrete case, both on "input, practice, teaching principles of three parts to analyze the output. In the input stage, should follow the concise explanation, clear Clear and intuitive, logical and orderly information moderation principle; in the practice stage, should follow the diversity, interesting, semi mechanical, appropriate correction and teacher guiding principle; in the output stage, should follow the authenticity, interest, student center and operability. In the three step teaching method and teaching principles under the guidance, we selected 7 common grammatical items, has carried on the detailed design teaching, in order to test the validity and practicability of the three step teaching method in practice. Then mainly discussed "between the various steps of the three step teaching method of the teaching aims, the relationship between the activities of the main body, the difference and Application at home and abroad, and discusses the important meaning in grammar teaching. Finally a brief introduction of" three step teaching method "in pronunciation, vocabulary and other language elements Chinese characters, the" three step teaching method by grammar teaching Extended to other elements of language teaching. "The three step teaching method has strong operability, not only can be widely used in various stages of grammar teaching, but also can be applied to Chinese characters such as voice, vocabulary, etc. in language teaching, the Chinese as a second language teaching is of great significance in promoting.

【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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