可视化表征手段在对外汉语词汇教学中的应用研究

发布时间：2018-05-12 11:45

本文选题：对外汉语 + 词汇教学　；参考：《南京师范大学》2017年硕士论文

【摘要】：本文根据建立在图像基础上的可视化表征手段如图示、概念图和思维导图等辅助教学手段这一思路,从对外汉语词汇教学和当前可视化的应用现状出发,结合相关的理论分析、教学设计和教学实践,探究把可视化表征手段糅合应用于对外汉语词汇教学中去的这条思路,以期达到结合视觉优化教学和思考对外汉语词汇教学的新方向和效果的目的。在本文中通过文献研究法、归纳分析法、问卷调查法、测试法和实验研究法这一系列研究方法将理论和实践充分结合做出合理假设,通过实施具体的实验来验证最初的假设。整个实验在留学生初级班进行,过程为一个学期,使用《汉语初级强化教程·听说课本I》和《汉语初级强化教程·听说课本II》这两本教材,安排好实验组和对照组后设计出不同的教学方案。根据两个组实验前后的测试和问卷调查的数据科学分析的佐证,我们可以得出结论:可视化表征手段在对外汉语词汇教学中可以提高学习者成绩,打破传统词汇教学课堂的局限性,改善整体教学效果。首先,这一新兴的视觉化领域可以另外调动学习者的视觉空间智力,符合外国汉语学习者的学习思维方式和认知特点;其次,可视化表征手段应用于对外汉语词汇教学中是在前人基础上的又一次积极尝试和实践,并且具有一定的可行性和有效性,让学科教学可以借助该手段去梳理内化对外汉语词汇的知识结构体系;再次,将关注点集中到可视化表征手段上可以推动更多的教育学者关注与实践这一理论,为对外汉语教师的课堂实践作出参考,打开对外汉语词汇教学新思路。最后,本文研究的局限性也提供了完善的空间,在后续实践过程中不断地验证和完善这一手段的应用,使其在实现优化教学和促进学习者有效的学习的路上越走越开阔。
[Abstract]:According to the idea of visual representation based on image, such as diagram, concept map and mind map, this paper starts from the present situation of vocabulary teaching and visualization of Chinese as a foreign language, and analyzes the relevant theories. Teaching design and teaching practice, this paper probes into the idea of applying visual representation to the teaching of Chinese vocabulary as a foreign language, in order to achieve the purpose of combining visual optimization teaching and thinking about the new direction and effect of teaching Chinese as a foreign language vocabulary teaching. In this paper, through the literature research method, inductive analysis method, questionnaire method, test method and experimental research method this series of research methods will fully combine theory and practice to make reasonable assumptions, through the implementation of specific experiments to verify the original hypothesis. The whole experiment was carried out in the junior class of foreign students, and the course was one semester. We used the two textbooks, listening and listening textbook I, and listening textbook II, two textbooks, "Chinese Primary intensive course" and "Chinese Primary intensive course". After arranging the experimental group and the control group, different teaching schemes were designed. Based on the scientific analysis of the data of the two groups before and after the experiment and the questionnaire, we can draw the conclusion that visual representation can improve the learners' achievement in the teaching of Chinese vocabulary as a foreign language. Break the limitation of traditional vocabulary teaching class, improve the overall teaching effect. First, this new visual field can mobilize the learners' visual spatial intelligence, which conforms to the learning mode and cognitive characteristics of foreign Chinese learners. The application of visual representation in vocabulary teaching of TCFL is another active attempt and practice on the basis of predecessors, and it is feasible and effective. Subject teaching can use this method to sort out the knowledge structure system of internalizing Chinese as a foreign language vocabulary. Thirdly, focusing attention on visual representation means can promote more educational scholars to pay attention to and practice this theory. To make reference for the classroom practice of TCFL teachers and open up new ideas of TCFL vocabulary teaching. Finally, the limitations of this study also provide a perfect space for continuous verification and improvement of the application of this means in the course of follow-up practice, which makes it more and more open in the road of optimizing teaching and promoting learners' effective learning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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