基于建构主义的《你的车是新的还是旧的》的教学设计

发布时间：2018-06-24 12:02

本文选题：建构主义 + 教学法　；参考：《河北师范大学》2017年硕士论文

【摘要】：本文是对将建构主义教学理论应用于教学实践的探讨。随着对外汉语教学事业的发展,越来越多的人开始学习汉语,“汉语难”的问题逐渐被广大汉语学习者达成共识。“汉语难”不仅仅表现在汉字、声调、语法上,还体现在词汇上。那么,如何克服困难、取得好的教学效果,教学方法就显得尤为重要了。在对外汉语教学领域一般有如下两类教学法:(1)偏向于学习者被动接受知识的教学法:语法翻译法、自觉对比法、听说法等;(2)偏向于学习者主动建构知识的教学法:任务型教学法等。而本文立足于第二类教学法,结合建构主义教学理论,针对《你的车是新的还是旧的》一课,本文研究流程如下:(1)分析教学目标(2)情境创设(3)信息资源设计(4)自主学习设计(5)协作学习环境设计(6)学习效果评价设计(7)强化练习设计(8)教学效果分析与反思本文分为绪论和正文三章共四部分。绪论,首先阐述选题缘由与意义,其次分析研究内容、目的、流程与方法,最后进行研究综述,在整体上对建构主义教学理论进行认识、分类和分析。力求为本教学设计奠定坚实的理论基础;第一章,建构主义教学理论指导下的课堂设计方案及教学流程。本章首先确定本设计所依据的原则与方法,其次介绍在建构主义教学理论指导下选取何种教学法,本文的研究分为四个阶段,第一阶段是文献的搜集与整理。调查关于建构主义教学理论的现有研究,并对其进行分类整理;第二阶段是确定论文的理论基础。根据教学目标制定出教学设计的具体方案,并将其付诸实践并注意观察学生反应,做好课后记录;第三阶段是分析研究对象的方法及操作流程。根据学生反映,及时做出教学反思,并及时追踪学生学习情况,征求学生想法;第四阶段是确定论文框架。这一部分主要是对整个教学设计及整堂课做出总结和反思;最后阐述本教学设计的课时安排和课堂设计;第二章是本研究的主题内容——教学设计主干。本研究以建构主义教学理论的基本观念为理论基础,旨在促进对外汉语教学工作在实际教学过程中更好、更全面地发展,使学生听说读写全面发展、学以致用。这一部分分为四个方面,第一对本教学设计的背景进行分析;第二是对教材、学习者、教学内容、课程进行全方位的分析;第三对教学结果进行阐述并分析;最后阐述教学反馈的目的并分析本教学设计的意义与不足;第三章是结语部分,从整体上对本论文和本教学设计的意义进行阐述,并客观地分析本文的不足。
[Abstract]:This paper discusses the application of constructivism teaching theory to teaching practice. With the development of teaching Chinese as a foreign language, more and more people begin to learn Chinese. Chinese is difficult not only in Chinese characters, tone, grammar, but also in vocabulary. Therefore, how to overcome difficulties and achieve good teaching results, teaching methods are particularly important. In the field of teaching Chinese as a foreign language, there are generally two kinds of teaching methods: (1) teaching methods that favor learners' passive acceptance of knowledge: grammar translation method, conscious contrast method, Listening and speaking methods; (2) teaching methods that favor learners' initiative to construct knowledge: task-based teaching methods and so on. And this article is based on the second kind of teaching method, combined with constructivism teaching theory, according to "is your car new or old" a lesson, The research flow of this paper is as follows: (1) analysis of teaching objectives (2) situational creation (3) information resource design (4) autonomous learning design (5) collaborative learning environment design (6) learning effect evaluation design (7) reinforcement exercise design (8) teaching effect analysis and reflection. The paper is divided into four parts: introduction and three chapters. Introduction, the reason and significance of the topic is first expounded, and then the content, purpose, process and method of the research are analyzed. Finally, the research is summarized, and the teaching theory of constructivism is recognized, classified and analyzed as a whole. The first chapter is the classroom design scheme and teaching process under the guidance of constructivism teaching theory. This chapter first determines the principles and methods on which this design is based, and then introduces which teaching methods are selected under the guidance of constructivism teaching theory. The research of this paper is divided into four stages. The first stage is the collection and arrangement of literature. This paper investigates the existing research on constructivism teaching theory and classifies it. The second stage is to determine the theoretical basis of the thesis. According to the teaching goal, the concrete plan of teaching design is worked out, and put into practice, and the students' reaction is observed, and the post-class record is made; the third stage is to analyze the method and operation flow of the object of study. According to the students' reflection, timely teaching reflection is made, and the students' learning situation is followed up in time to solicit students' ideas; the fourth stage is to determine the framework of the thesis. This part is mainly to summarize and reflect on the whole teaching design and the whole class. Finally, it expounds the class time arrangement and the classroom design of the teaching design; the second chapter is the subject content of this research-the main body of the teaching design. Based on the basic concept of constructivist teaching theory, this study aims to promote the better and more comprehensive development of teaching Chinese as a foreign language in the process of teaching as a foreign language, so that students can fully develop their listening, speaking, reading, writing and reading and learning. This part is divided into four aspects, the first is the analysis of the background of the teaching design; the second is the analysis of the teaching materials, learners, teaching contents and courses; the third is the elaboration and analysis of the teaching results; Finally, the purpose of teaching feedback and analysis of the significance and shortcomings of the teaching design; the third chapter is the conclusion part, from the overall significance of this paper and the teaching design, and objectively analyze the shortcomings of this paper.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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