支架式教学模式下的汉语口语教学设计研究
发布时间：2018-10-08 21:38
【摘要】：随着中国经济的发展，，社会地位的提高，越来越多的人学习汉语。而汉语口语教学在汉语教学体系中占有着非常重要的地位，多数外国人学习汉语主要是想进行汉语交流。那么在课堂上培养口语的交际能力已经成为口语教学的重点。如何让汉语学习者更快更好地学习掌握汉语是汉语工作者所共同要思考的问题。 笔者经过收集翻阅大量的资料，并对资料进行分析及研究调查发现在构建主义指导下的支架式教学方法是一个非常好的方法。同时，依据支架式的教学理念进行教学设计，希望对从事汉语教学的工作者提供一定帮助。 全文共有5个部分： 第一部分讨论了支架式教学法的研究现状及其理论基础。 第二部分介绍了支架式教学模式的相关概述，包括内涵、基本环节、传统教学跟支架式教学的对比、支架式教学跟交际教学的对比、可行性分析。 第三部分讨论了支架式汉语口语教学设计。包括教学设计的概述、原则及其过程和具体的实施情况。 第四部分则是根据支架式的相关理论所做出的口语课程教学的设计，内容包括口语教学前期分析、具体的教学设计分析及结论。 第五部分是对支架式口语教学的思考。包括目前支架式教学还存在相关的问题及提出的几点建议。 最后是结论，总体而言，支架式教学模式是学习者主动学习的教学模式，是现阶段所积极推荐的，我们应该了解，并且知道如何去运用它。教学有法，教无定法，无论是白猫还是黑猫，只有抓到了老鼠就是好猫，所以在汉语教学当中，无论是哪种教学方法，只要有利于汉语学习者更好地学习汉语，提高汉语水平，我们都可以拿来使用。
[Abstract]:With the development of Chinese economy and the improvement of social status, more and more people learn Chinese. Oral Chinese teaching plays a very important role in Chinese teaching system, and most foreigners mainly want to communicate with each other. So the cultivation of oral communicative competence in class has become the focus of oral teaching. How to make Chinese learners learn and master Chinese faster and better is a common problem that Chinese researchers should think about. Through collecting and reading a large number of materials and analyzing and investigating the data, the author finds that the scaffolding teaching method under the guidance of constructivism is a very good method. At the same time, the teaching design based on the scaffolding teaching concept, hoping to provide some help to the workers engaged in Chinese teaching. There are five parts in this paper: the first part discusses the research status and theoretical basis of the scaffolding teaching method. The second part introduces the related overview of the scaffolding teaching model, including the connotation, basic links, the comparison between traditional teaching and scaffolding teaching, the comparison between scaffolding teaching and communicative teaching, and the feasibility analysis. The third part discusses the design of scaffolding spoken Chinese teaching. Including the outline of teaching design, principles and the process and specific implementation of the situation. The fourth part is based on the scaffolding theory of oral teaching design, including oral teaching analysis, specific teaching design analysis and conclusions. The fifth part is the thinking of scaffolding oral teaching. Including the current scaffolding teaching there are still some related problems and put forward several suggestions. Finally, it is concluded that, in general, the scaffolding teaching model is a teaching model for learners' active learning, which is actively recommended at the present stage. We should understand and know how to use it. No matter whether it is white cat or black cat, it is only a good cat to catch a mouse. Therefore, in Chinese teaching, no matter which teaching method is, as long as it is beneficial to Chinese learners to learn Chinese better and improve their Chinese proficiency, We can all use it.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2258349
[Abstract]:With the development of Chinese economy and the improvement of social status, more and more people learn Chinese. Oral Chinese teaching plays a very important role in Chinese teaching system, and most foreigners mainly want to communicate with each other. So the cultivation of oral communicative competence in class has become the focus of oral teaching. How to make Chinese learners learn and master Chinese faster and better is a common problem that Chinese researchers should think about. Through collecting and reading a large number of materials and analyzing and investigating the data, the author finds that the scaffolding teaching method under the guidance of constructivism is a very good method. At the same time, the teaching design based on the scaffolding teaching concept, hoping to provide some help to the workers engaged in Chinese teaching. There are five parts in this paper: the first part discusses the research status and theoretical basis of the scaffolding teaching method. The second part introduces the related overview of the scaffolding teaching model, including the connotation, basic links, the comparison between traditional teaching and scaffolding teaching, the comparison between scaffolding teaching and communicative teaching, and the feasibility analysis. The third part discusses the design of scaffolding spoken Chinese teaching. Including the outline of teaching design, principles and the process and specific implementation of the situation. The fourth part is based on the scaffolding theory of oral teaching design, including oral teaching analysis, specific teaching design analysis and conclusions. The fifth part is the thinking of scaffolding oral teaching. Including the current scaffolding teaching there are still some related problems and put forward several suggestions. Finally, it is concluded that, in general, the scaffolding teaching model is a teaching model for learners' active learning, which is actively recommended at the present stage. We should understand and know how to use it. No matter whether it is white cat or black cat, it is only a good cat to catch a mouse. Therefore, in Chinese teaching, no matter which teaching method is, as long as it is beneficial to Chinese learners to learn Chinese better and improve their Chinese proficiency, We can all use it.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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