对外汉语课堂学生消极沉默原因及应对策略与措施研究

发布时间：2018-04-30 03:15

本文选题：对外汉语课堂 + 消极沉默　；参考：《辽宁大学》2017年硕士论文

【摘要】：课堂消极沉默会导致教学效率低下、学生学习主动性缺失、影响教师教学情绪等问题,因而为许多学者所关注。对外汉语教学作为一种第二语言的教学,学习者的消极沉默现象更不利于课堂教学活动的开展,所以,要想提高课堂教学效率和教学质量,教师如何能够减少汉语学习者的消极沉默就显得尤为重要。本文以辽宁大学国际教育学院和鞍山师范学院国际交流学院的汉语学习者为调查对象,对他们进行指向课堂沉默原因的问卷调查和个例访谈,根据问卷与访谈的数据统计与分析,探讨其沉默行为背后的原因,在此基础上尝试提出相应的解决策略与措施。文章的主体内容如下:第一章,对“沉默期”和“课堂沉默”等概念进行了解说与界定;以考察消极沉默原因为指向,采取问卷调查和访谈的形式,调查学习者在对外汉语课堂上的消极沉默情况;对所收集到的数据材料进行统计描述与表层的归纳分析。第二章,分别从文化、心理、教与学、情感四个方面,分析了汉语学习者在对外汉语课堂上出现消极沉默行为背后的深层原因。第三章,在前文调查分析的基础上,针对汉语学习者在对外汉语课堂上的沉默表现,提出了相应的应对策略和解决措施。应对策略主要有激发学习者学习汉语的动机、培养学习者养成良好的汉语学习习惯,合理利用汉语教学者自身的情感因素等。解决措施主要有将可理解输入材料多样化、鼓励学生积极参与课堂互动等。结语部分对全文进行总结,阐述了本文的局限性和需要进一步探讨的问题。
[Abstract]:Passive silence in class can lead to low teaching efficiency, lack of students' initiative in learning, and affect teachers' teaching mood, so many scholars pay close attention to it. As a second language teaching, learners' passive silence is not conducive to the development of classroom teaching activities. Therefore, in order to improve classroom teaching efficiency and teaching quality, It is very important for teachers to reduce the negative silence of Chinese learners. In this paper, Chinese learners from the Institute of International Education of Liaoning University and the Institute of International Communication of Anshan normal University are investigated, and a questionnaire survey and a case study are conducted to investigate the reasons for classroom silence. Based on the statistics and analysis of questionnaire and interview data, this paper probes into the reasons behind their silence behavior, and then tries to put forward the corresponding strategies and measures. The main contents of this paper are as follows: in Chapter one, the concepts of "silence period" and "classroom silence" are understood and defined, and a questionnaire survey and interview are adopted to investigate the causes of passive silence. This paper investigates learners' passive silence in TCSL, and makes statistical description and analysis of the collected data. The second chapter analyzes the deep reasons behind the negative silence behavior of Chinese learners in TCFL from the aspects of culture, psychology, teaching and learning, and emotion. The third chapter, on the basis of the previous investigation and analysis, puts forward the corresponding countermeasures and solutions to the silence performance of Chinese learners in the TCFL classroom. Coping strategies mainly include motivating learners to learn Chinese, cultivating learners to develop good Chinese learning habits, and making rational use of the emotional factors of Chinese teachers. Solutions include diversifying comprehensible input materials and encouraging students to actively participate in classroom interactions. The conclusion part summarizes the full text, expounds the limitation of this article and the problems that need to be further explored.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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