泰国初级汉语有效课堂教学行为研究
发布时间：2019-04-27 16:53
【摘要】：笔者通过问卷调查、访谈和案例分析,对“对泰汉语有效课堂教学行为”进行了调查研究,调查对象为赴泰汉语教师志愿者和泰国中学生。写作此文的目的在于了解师生双方对汉语课堂教学行为的评价怎么样,师生之间的看法有没有出现显著性的差别,具体表现在哪几个方面?然后,根据教学实践和教学理论提出尝试性的建议和解决办法,希望为今后的赴泰汉语教师志愿者提供教学参考,从而提高汉语课堂教学的效率和质量。本文参考了王艳(2004)和曹贤文、王智(2010)的问卷内容,根据研究对象的实际情况对问卷进行了适当的调整和修改。笔者采用SPSS软件对师生两组数据进行了统计分析,通过计算平均值和独立样本T检验,发现教师组和学生组在20项课堂教学行为的评价上表现出一定的一致性,但是在涉及错误纠正、提问方式、学习评估、教学语言和教学方法等方面的教学行为上存在着显著性差异。比对“对泰汉语有效课堂教学行为”显著性差异的检测结果,笔者对参与问卷调查的汉语教师志愿者进行了访谈,从中选取出具有代表性的教学案例加以分析研究。本文所列举的案例均来自于真实的泰国汉语课堂,集中反映了师生双方在教学语言、教学方式和错误纠正这三类课堂教学行为上的差异。笔者对案例中存在的问题进行了深入分析,并提出了解决策略,对课堂教学实践有一定的指导意义和参考价值。
[Abstract]:Through questionnaire investigation, interview and case analysis, the author investigates and studies the effective classroom teaching behavior of Thai Chinese. The object of the investigation is volunteers of Chinese teachers in Thailand and middle school students in Thailand. The purpose of writing this article is to understand how both teachers and students evaluate the Chinese classroom teaching behavior, whether there is a significant difference between teachers and students, in which aspects? Then, according to the teaching practice and teaching theory, this paper puts forward some tentative suggestions and solutions, hoping to provide teaching reference for Chinese teacher volunteers in Thailand in the future, so as to improve the efficiency and quality of Chinese classroom teaching. This paper refers to the contents of Wang Yan (2004), Cao Xianwen and Wang Zhi (2010), and adapts and modifies the questionnaire according to the actual situation of the subjects studied. The author used SPSS software to analyze the data of two groups of teachers and students. By calculating the average value and independent sample T test, the author found that the teacher group and the student group showed a certain consistency in the evaluation of 20 classroom teaching behaviors. However, there are significant differences in teaching behavior involving error correction, way of questioning, learning evaluation, teaching language and teaching method. Compared with the test results of the significant difference in the effective classroom teaching behavior of Thai Chinese, the author interviewed the Chinese teacher volunteers who participated in the questionnaire survey, and selected representative teaching cases to analyze and study. All the cases cited in this paper come from the real Thai Chinese classroom, which reflects the differences between teachers and students in language of instruction, teaching method and error correction in these three kinds of classroom teaching behavior. The author makes a thorough analysis of the problems existing in the case, and puts forward the solution strategy, which has certain guiding significance and reference value to the classroom teaching practice.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2467152
[Abstract]:Through questionnaire investigation, interview and case analysis, the author investigates and studies the effective classroom teaching behavior of Thai Chinese. The object of the investigation is volunteers of Chinese teachers in Thailand and middle school students in Thailand. The purpose of writing this article is to understand how both teachers and students evaluate the Chinese classroom teaching behavior, whether there is a significant difference between teachers and students, in which aspects? Then, according to the teaching practice and teaching theory, this paper puts forward some tentative suggestions and solutions, hoping to provide teaching reference for Chinese teacher volunteers in Thailand in the future, so as to improve the efficiency and quality of Chinese classroom teaching. This paper refers to the contents of Wang Yan (2004), Cao Xianwen and Wang Zhi (2010), and adapts and modifies the questionnaire according to the actual situation of the subjects studied. The author used SPSS software to analyze the data of two groups of teachers and students. By calculating the average value and independent sample T test, the author found that the teacher group and the student group showed a certain consistency in the evaluation of 20 classroom teaching behaviors. However, there are significant differences in teaching behavior involving error correction, way of questioning, learning evaluation, teaching language and teaching method. Compared with the test results of the significant difference in the effective classroom teaching behavior of Thai Chinese, the author interviewed the Chinese teacher volunteers who participated in the questionnaire survey, and selected representative teaching cases to analyze and study. All the cases cited in this paper come from the real Thai Chinese classroom, which reflects the differences between teachers and students in language of instruction, teaching method and error correction in these three kinds of classroom teaching behavior. The author makes a thorough analysis of the problems existing in the case, and puts forward the solution strategy, which has certain guiding significance and reference value to the classroom teaching practice.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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