对外汉语课堂基于学生最近发展区的教师中介实施研究

发布时间：2018-04-08 14:01

本文选题：教师中介　切入点：中介理论　出处：《华中师范大学》2017年硕士论文

【摘要】：过去教师被视为知识的传授者,学生是坐在教室被动学习的接受者。中介理论则突出了教师的中介作用,认为教师能辅助学生学习,为学生提供中介学习体验。近几十年来,社会文化理论的中介理论一直受到国内外众多研究者的关注,很多研究从中介的不同方面和在不同语言课堂展开,如英语,法语,西班牙语等。但很少有研究者将中介用于对外汉语课堂中。随着中国的社会经济迅猛发展,越来越多的人想学习汉语,汉语已经成为当今最重要的语言之一,研究对外汉语课堂教师中介很有意义。Shayer曾强调教师需要了解学生学习的极限,在学生的最近发展区内展开教学。而实施教师中介前,教师也应了解和确定学生的最近发展区。鉴于此,本文尝试研究以汉语作为第二语言环境下的教师中介,围绕两个主要问题而展开。一、对外汉语课堂中三个学生的最近发展区有什么特点?二、针对学生最近发展区而实施的教师中介是否有利于学生汉语水平的发展。为回答这些问题,本文章以维果茨基的中介理论和最近发展区作为理论基础,将笔者在美国堪萨斯州一所高中任教时中文二班的三名学生作为研究对象,以教师在上课过程中实施中介时记录下的师生课堂对话中介语步和学生作业批改互动中介语步作为研究数据来进行定性研究。研究结果显示:在对外汉语课堂中,三名学生在学习不同中文语言点的最近发展区不同,因而所需教师中介的数量和类型不相同。具体而言,对于同一中文语言点,笔者班上三名学生的师生课堂对话中介语步不同,即三名学生对于掌握该语言点的最近发展区不一样;同一学生对于不同中文语法点学习所需教师中介语步不同,即该学生对于掌握不同语言点的最近发展区亦不相同;一名学生在教师实施中介后出现了最近发展区递归现象,说明学生中文学习发展的过程并不是呈平缓的线状,而是进步与回归并存。此外,通过教师中介实施前后对比研究发现,同一学生的师生课堂对话中介语步和作业批改互动中介语步变少。也就是说,在针对学生最近发展区的教师中介实施后,学生的中文水平在课堂互动和课后作业中都有了发展。本次研究结果具有一定的理论和实践意义。首先,本文研究结果肯定了维果茨基、弗厄斯坦等人中介理论在中文语言学习中的意义和影响,将教师中介和最近发展区置于二语中文课堂环境中研究,是对中介理论的重要补充与发展。其次,本文研究结果有助于对外汉语教师找寻更有效的方法实施中介来帮助学生学习中文。再次,本文建设性地提出对外汉语课堂上教师中介步骤。对外汉语教师可以此为例,在教学中充当中介者,尝试在对外汉语课堂实施中介,给学生提供中介性学习经验。
[Abstract]:In the past, teachers were seen as imparting knowledge, and students were passive learners sitting in classrooms.The theory of intermediary emphasizes the intermediary role of teachers and holds that teachers can assist students in learning and provide students with experience of intermediary learning.In recent decades, the intermediary theory of social culture theory has been paid attention by many researchers at home and abroad. Many studies have been carried out in different language classes, such as English, French, Spanish and so on.However, few researchers use intermediary in TCFL.With the rapid development of China's social economy, more and more people want to learn Chinese. Chinese has become one of the most important languages today.Start teaching in the students' recent development area.Before implementing the teacher intermediary, the teacher should also know and determine the student's proximal development area.In view of this, this paper attempts to study Chinese as a teacher intermediary in a second language environment, focusing on two main issues.1. What are the characteristics of the three students' proximal development areas in TCFL?Second, whether the teacher intermediary is beneficial to the development of students' Chinese level.In order to answer these questions, this paper takes Vygotsky's intermediary theory and the proximal development area as the theoretical basis, and takes three Chinese class two students who were teaching in a high school in Kansas, USA, as the research objects.The qualitative research is based on the interlanguage steps recorded by teachers and students during the course of class and the interactive interlanguage steps of students' homework correction.The results show that the number and types of teacher intermediaries are different because the three students have different proximal development areas in learning different Chinese language points in the TCSL classroom.Specifically, for the same Chinese language point, the three students in my class have different interlanguage steps in the classroom, that is, the three students are not the same in the proximal development area where they master the language point;The same student has different teacher interlanguage steps for learning different Chinese grammar points, that is, the student does not have the same proximal development area for mastering different language points; one student appears the phenomenon of recursion of the proximal development area after the teacher mediates.It shows that the process of students' Chinese learning development is not a smooth line, but progress and regression.In addition, the comparative study before and after the implementation of teacher intermediary found that the same student's classroom dialogue interlanguage step and homework correction interactive interlanguage step become less.That is to say, after the implementation of the teacher intermediary in the students' proximal development area, the students' Chinese proficiency has developed in both classroom interaction and after-school homework.The results of this study have certain theoretical and practical significance.First of all, the research results confirm the significance and influence of the mediation theory of Vygotsky and Fowestan in Chinese language learning, and put the teacher intermediary and the recent development area in the second language classroom environment.It is an important supplement and development to intermediary theory.Secondly, the results of this study will help TCFL teachers to find more effective ways to help students learn Chinese.Thirdly, this paper puts forward the steps of teacher mediation in TCFL.Teachers of Chinese as a foreign language can take this as an example to act as an intermediary in teaching and try to provide intermediary learning experience to students in the classroom of Chinese as a foreign language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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