预科留学生汉语阅读教学模式探究

发布时间：2019-02-22 21:27

【摘要】：对外汉语教学尤其是留学生预科汉语阅读教学,一直都是极其重要的一个部分。很长时间以来,对外汉语阅读教学模式的研究虽然稍有成果,但是还不免具有一定的局限性。而本论文主要基于教学模式的研究,将读写结合起来,进行一体化教学,从而有效地解决留学生预科汉语阅读教学过程中所存在的种种问题,提出适合留学生预科读写结合的汉语阅读教学模式,实践证明,此教学模式具有一定的科学性和可实施性。读写结合的阅读教学模式开展时,主要有几个方面需要注意：首先,必须要先调好整师生角色。打破传统的教师控制课堂的死板模式,如若教师将大量的时间花费在讲解汉字、词语、句子和课后练习上,老师说怎么样就怎么样,老师安排什么时候做什么就什么时候做什么,这样就会大大地阻碍留学生参与课堂的热情,这样的教学方法也永远不可能让留学生好好儿享受汉语学习的过程。一旦留学生意识到这种枯燥的语言学习太过于形式化,缺乏真实的自主表达思想的机会,就很难调动学生们学习的内在动力。其次,课堂上不能单纯的教授词汇和课文,要使用不同的教学途径,让留学生“在切实使用中感知语言并学习语言”,在真实的语言应用环境中灵活地应用所学的语言流畅地表达自己的观点和看法。再次,教学的目的,要学生明白语法、掌握词语的意思、知道词语在句子中的正确位置只是一小部分,更重要的是培养学生们的语言综合应用能力,在保证完成课堂任务的同时,还要不断提高学生们听说读写的技能。要让学生意识到自己所学的语言是活语言、是用来跟人沟通交流的,而不是用来单纯用来对付考试的。最后,是对于教学评估。对于预科教学,不能够片面追求学生成绩的提高,更要全面地评估。更不能让学生们听说好而读写能力差,相反,应该让各种能力一起得到提高。笔者将读写结合的汉语阅读教学模式应用到对外汉语预科教学的过程中,考核此模式的利弊,进一步考察能否解决我们在传统的教学模式下存在的一些问题,这是极有意义的一个尝试。读写结合的汉语阅读教学模式是有进步性的,它不但可以提高学生们学习的效率,还可以让面临巨大压力的学生们有一个很活跃的学习环境,更能促进学生们之间真实的交际。
[Abstract]:Teaching Chinese as a foreign language (TCFL), especially the teaching of Chinese reading in foreign students' preparatory course, has always been an extremely important part. For a long time, the research on the teaching mode of reading as a foreign language has made some achievements, but it still has some limitations. This thesis is mainly based on the research of teaching mode, combining reading and writing to carry out integrated teaching, so as to effectively solve the problems existing in the process of Chinese reading teaching in foreign students' preparatory courses. This paper puts forward a Chinese reading teaching model suitable for the combination of reading and writing in foreign students' preparatory course. The practice proves that this teaching model is scientific and feasible. There are several aspects to pay attention to when the reading and writing teaching mode is carried out: first, we must adjust the role of teachers and students well. Break the traditional stereotype of teacher control. If a teacher spends a lot of time explaining Chinese characters, words, sentences and after-school exercises, the teacher says what he says. The teacher will do whatever he wants to do, which will greatly hinder the enthusiasm of foreign students to participate in the classroom, such a teaching method can never allow students to enjoy the process of learning Chinese. Once the students realize that this boring language learning is too formalized and lacks the opportunity to express their ideas independently it will be difficult to mobilize the students' internal motivation of learning. Secondly, we should not simply teach vocabulary and texts in the classroom. We should use different teaching methods so that students can "perceive the language and learn the language in practical use." Use the language you have learned fluently and fluently to express your views in a real language application environment. Thirdly, the purpose of the teaching is to make students understand grammar, grasp the meaning of words, know that the correct position of words in sentences is only a small part, and more importantly, train the students' comprehensive language application ability. At the same time to ensure the completion of classroom tasks, students must continue to improve their listening, speaking, reading and writing skills. Make students realize that their language is a living language, is used to communicate with people, not just to deal with exams. Finally, it is for the teaching evaluation. For matriculation, we can not only pursue the improvement of students' achievement, but also evaluate comprehensively. Students should not be allowed to read and write better than to read and write. Instead, their abilities should be improved together. The author applies the Chinese reading teaching model combined with reading and writing to the process of teaching Chinese as a foreign language preparatory course, examines the advantages and disadvantages of this model, and further investigates whether we can solve some problems existing in the traditional teaching mode. This is a very meaningful attempt. The combination of reading and writing in Chinese reading teaching mode is progressive. It can not only improve the efficiency of students' learning, but also make the students under great pressure have a very active learning environment, and promote the real communication between students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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