初级汉语综合课课堂教学设计初探

发布时间：2018-05-11 23:14

本文选题：初级汉语 + 综合课　；参考：《苏州大学》2013年硕士论文

【摘要】：本文探讨了初级汉语综合课语法教学阶段的课堂教学设计。主要通过文献收集法、比较法，对三大传统教学设计模型——“狄克-柯瑞模型”、“肯普模型”、“史密斯-雷根模型”——进行分析综合，并以语言教学的相关理论为依据，，利用现代多媒体技术的发展成果，结合初级汉语综合课语法阶段的实际教学特点，从对外汉语教师的角度出发尝试性地提出了针对初级汉语综合课语法阶段教学的教学设计，希望能为优化和改善初级汉语综合课的课堂教学提供一条新的思路。本文首先简要介绍评析了传统的三大教学设计模型——“狄克-柯瑞模型”、“肯普模型”、“史密斯-雷根模型”——在初级汉语综合课实际教学中的优点以及可能存在的问题；然后以语言教学的相关理论为指导，联系课堂教学实际，尝试性地提出了针对性初级汉语综合课语法教学阶段的教学设计模型。讨论结果认为，该模型由三大模块组成：教学分析（包括“教学内容分析”、“学习者分析”、“教学目标分析”）、策略设计（“组织宏策略”和“组织微策略”）、教学评价（“形成性评价”、“综合性评价”、“修改教学”）。最后，本文以《体验汉语·生活篇》（高等教育出版社，2007年）的第7单元课文1为范例，展示教学设计模型的操作流程。本文教学设计的不足之处主要体现在：（1）模型建立传统教学设计模型分析综合的基础上，没能真正突破“以教为中心”的局限；（2）就模型本身而言，策略设计模块比较粗糙，有待进一步的研究和完善。
[Abstract]:This paper probes into the classroom teaching design of grammar teaching in primary Chinese synthesis course. Through literature collection and comparison, this paper analyzes and synthesizes three traditional instructional design models, I. e., Dick-Corey model, Kemp model, Smiths-Reagan model, etc. On the basis of the relevant theories of language teaching and the development of modern multimedia technology, combined with the actual teaching characteristics of the grammar stage of the primary Chinese comprehensive course, From the perspective of teachers of Chinese as a foreign language, this paper tries to put forward a teaching design for grammar stage teaching of primary Chinese comprehensive course, hoping to provide a new way of thinking for optimizing and improving the classroom teaching of primary Chinese comprehensive course. This paper first briefly introduces and comments on the three traditional instructional design models, the "Dirk-Curry Model", the "Kemp Model", and the "Kemp Model". "Smiths-Reagan Model"-the advantages and possible problems in the practical teaching of primary Chinese comprehensive courses, and then, guided by the relevant theories of language teaching, connecting the classroom teaching practice, This paper tries to put forward the teaching design model of the grammar teaching stage of the primary Chinese comprehensive course. The results show that the model is composed of three modules: teaching analysis (including "teaching content analysis", "learner analysis"). "Analysis of Teaching objectives", "Strategy Design" ("Organization Macro Strategy" and "Organization and Micro Strategy"), Teaching Evaluation ("formative Evaluation", "Comprehensive Evaluation", "revised Teaching" etc. Finally, this paper takes Unit 7 text 1 of "experience Chinese Life" (higher Education Press, 2007) as an example to show the operation flow of the instructional design model. The deficiency of the teaching design in this paper is mainly reflected in the analysis and synthesis of the traditional teaching design model based on the structure of the "1: 1" model, which fails to break through the limitation of "teaching as the center".) as far as the model itself is concerned, the strategy design module is relatively rough. Further research and improvement are needed.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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