發(fā)布時間：2018-05-12 07:19

  本文選題：詞匯教學(xué) + 課堂　； 參考：《中山大學(xué)》2016年碩士論文

【摘要】：詞匯教學(xué)是對外漢語教學(xué)的重要內(nèi)容,而觀察和研究課堂教學(xué)是評價教學(xué)質(zhì)量、改進(jìn)教學(xué)方式和方法的根本著眼點。因此,研究課堂詞匯教學(xué)對于提高對外漢語的詞匯教學(xué)水平,促進(jìn)詞匯習(xí)得效率有著重要的意義。本文研究的基礎(chǔ)是光啟學(xué)校小學(xué)四至六年級三種類型(有經(jīng)驗的華裔教師、有經(jīng)驗的中國教師、無教學(xué)經(jīng)驗的志愿者)共九位教師的18段詞匯教學(xué)視頻。筆者通過對教學(xué)視頻的文本轉(zhuǎn)寫,統(tǒng)計分析三類教師在詞匯教學(xué)步驟、教學(xué)內(nèi)容、運(yùn)用的方法和技巧以及教師話語特點等方面的異同,同時針對四至六年級的學(xué)生及教師進(jìn)行問卷調(diào)查。本文對比分析發(fā)現(xiàn):(1)三類教師的課堂詞匯教學(xué)都包括生詞展示、生詞講解和生詞鞏固,其中生詞的鞏固環(huán)節(jié)用時最多。相對來說,有經(jīng)驗的華裔教師更加注重生詞的練習(xí)和運(yùn)用,無教學(xué)經(jīng)驗的志愿者更注重生詞的講解。(2)在生詞教學(xué)內(nèi)容和生詞教學(xué)方法上,三類教師都通過朗讀、認(rèn)讀等讓學(xué)生對生詞的音和形有一定的認(rèn)識,并運(yùn)用翻譯法對生詞的詞義進(jìn)行講解,生詞的鞏固方式主要有朗讀、圖片、翻譯和造句。但三類教師對詞語的搭配重視不夠,生詞教學(xué)大都是孤立、分散進(jìn)行的。(3)在教師話語方面,三類教師教學(xué)時使用的詞匯主要為一級詞匯,都使用了媒介語,疑問句的使用比例最大。相對來說,無教學(xué)經(jīng)驗的志愿者用詞最簡單,較多使用陳述句和感嘆句,更傾向于鼓勵學(xué)生;有經(jīng)驗的華裔教師使用的超綱詞比例最大,使用祈使句與疑問句最多,很少鼓勵學(xué)生,但課堂上學(xué)生的參與度最好。本文通過師生的調(diào)查問卷發(fā)現(xiàn),光啟學(xué)校中文教師的專業(yè)性不強(qiáng),學(xué)生對漢語詞匯教學(xué)的期望與實際的教學(xué)存在一定的差距。在此基礎(chǔ)上,本文提出了詞匯教學(xué)的建議和教師培訓(xùn)的建議。
[Abstract]:Vocabulary teaching is an important part of teaching Chinese as a foreign language, while observing and studying classroom teaching is the fundamental point of evaluating the quality of teaching and improving the methods and methods of teaching. Therefore, the study of classroom vocabulary teaching is of great significance for improving the vocabulary teaching level and promoting the efficiency of vocabulary acquisition. The basis of this study is light. There are three types of teaching video of nine teachers in the fourth to six grades (experienced Chinese teachers, experienced Chinese teachers, experienced Chinese teachers and volunteers without teaching experience). Through the transcripts of the text of teaching video, the author analyses the teaching procedures, teaching contents, methods and techniques used by three types of Teachers, and the teaching methods and teaching methods. At the same time, the similarities and differences of the teacher's discourse characteristics, and the questionnaire survey for the students and teachers in grade four to six. The comparison and analysis showed that: (1) the classroom vocabulary teaching of the three classes of teachers included the display of new words, the explanation of the new words and the consolidation of the new words. In the practice and use of new words, the volunteers who have no teaching experience pay more attention to the explanation of the new words. (2) in the content of new word teaching and the teaching method of new words, the three kinds of teachers have a certain understanding of the pronunciation and shape of the new words by reading and reading, and the meaning of the new words is explained with the translation method, and the way of the consolidation of the new words is mainly read aloud. Picture, translation and sentence creation. But the three classes of teachers do not pay enough attention to the collocation of words, and most of the teaching of new words are isolated and dispersed. (3) in the teacher's discourse, the vocabulary used in the teaching of the three classes is mainly the first class vocabulary, and the use of the media language is the most important. In contrast, the volunteers with no teaching experience use the most words. Simple, more use of declarative and exclamation points, more inclined to encourage students; experienced Chinese teachers use the largest proportion of the supersyllabus, the use of imperative sentences and interrogative sentences, rarely encourage students, but the students in the classroom are the best. There is a certain gap between students' expectation of Chinese vocabulary teaching and practical teaching. On this basis, this paper puts forward suggestions on vocabulary teaching and suggestions for teacher training.

【學(xué)位授予單位】：中山大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G623.2

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本文編號：1877668