泰國(guó)小學(xué)漢語(yǔ)課課堂用語(yǔ)優(yōu)化策略研究
發(fā)布時(shí)間：2018-10-29 18:43
【摘要】：課堂用語(yǔ)是漢語(yǔ)作為第二語(yǔ)言教學(xué)的工具,與一般性教師課堂用語(yǔ)相比,漢語(yǔ)教學(xué)使用的課堂用語(yǔ)所面對(duì)的對(duì)象母語(yǔ)不是漢語(yǔ),另外學(xué)生處于小學(xué)階段,大多漢語(yǔ)水平比較薄弱,理解能力也相對(duì)較低,需要運(yùn)用更為多樣化的教學(xué)方法,在課堂用語(yǔ)方面也需要下更多的功夫。所以,教學(xué)的目標(biāo)同樣是培養(yǎng)學(xué)習(xí)者聽、說、讀、寫各方面的語(yǔ)言能力,但小學(xué)階段的教學(xué)任務(wù)更為復(fù)雜和艱巨。筆者結(jié)合在泰國(guó)小學(xué)的實(shí)習(xí)經(jīng)歷,分析研究了小學(xué)階段的漢語(yǔ)課課堂用語(yǔ)及其策略。 本文運(yùn)用調(diào)查研究法、觀察研究法、文獻(xiàn)研究法等方法,對(duì)泰國(guó)小學(xué)漢語(yǔ)課堂教師的教學(xué)用語(yǔ)進(jìn)行觀察,分析課堂用語(yǔ)中存在的問題,找尋有效的解決方案和策略,旨在對(duì)在泰小學(xué)漢語(yǔ)教師提供一些參考。 文章主要從以下幾個(gè)部分進(jìn)行闡述： 第一部分：介紹本課題相關(guān)的國(guó)內(nèi)外研究背景及現(xiàn)實(shí)意義,總結(jié)了相關(guān)的研究?jī)?nèi)容、方法和所取得的研究成果,并在此基礎(chǔ)上提出了本文的研究?jī)?nèi)容。 第二部分：介紹漢語(yǔ)課堂上教師課堂用語(yǔ)的作用。教師課堂用語(yǔ)是漢語(yǔ)教師進(jìn)行課堂教學(xué)最基本、最重要的手段和溝通工具,是傳遞信息的載體,對(duì)學(xué)生起到了提示和教育的作用,漢語(yǔ)教師課堂用語(yǔ)的價(jià)值不可忽視。本文通過對(duì)泰國(guó)小學(xué)課堂的實(shí)地聽課進(jìn)行觀察和記錄,分析漢語(yǔ)課課堂用語(yǔ)的特殊作用。 第三部分：說明泰國(guó)小學(xué)課堂用語(yǔ)的使用現(xiàn)狀。包括教師課堂用語(yǔ)的典型案例和對(duì)于調(diào)查問卷的數(shù)據(jù)統(tǒng)計(jì),舉出典型的實(shí)例來說明泰國(guó)小學(xué)漢語(yǔ)教師課堂用語(yǔ)的現(xiàn)狀,闡述對(duì)泰國(guó)小學(xué)課堂用語(yǔ)研究的必要性,用實(shí)例和數(shù)據(jù)來分析目前課堂用語(yǔ)中存在的問題。 第四部分：依據(jù)對(duì)自己和泰國(guó)其他小學(xué)課堂中實(shí)地考察分析的實(shí)例得出的結(jié)果,認(rèn)真閱讀相關(guān)書籍和文章,參考前輩總結(jié)的漢語(yǔ)教師課堂用語(yǔ)的原則和特點(diǎn),著重分析泰國(guó)小學(xué)漢語(yǔ)課堂自身所具有的特點(diǎn),提出適用于泰國(guó)小學(xué)課堂用語(yǔ)的策略和建議,為在泰漢語(yǔ)教師提供一些參考。
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2
本文編號(hào)：2298492
[Abstract]:Classroom language is a tool for teaching Chinese as a second language. Compared with general classroom language used by teachers, the target language used in Chinese teaching is not the mother tongue of Chinese, and the students are in the primary school stage. Most of the Chinese language level is weak, the understanding ability is also relatively low, needs to use the more diversified teaching method, also needs to put more effort in the classroom language aspect. Therefore, the goal of teaching is also to cultivate learners' ability of listening, speaking, reading and writing, but the teaching tasks in primary school are more complicated and arduous. Based on the practice experience in Thai primary school, the author analyzed and studied the Chinese classroom language and its strategies in primary school. This paper makes use of the methods of investigation, observation and literature research to observe the teaching terms of Chinese teachers in primary schools in Thailand, to analyze the problems existing in the classroom language, and to find effective solutions and strategies. The aim is to provide some reference for Chinese teachers in Thai primary school. The article is mainly described from the following parts: the first part: introduce the domestic and foreign research background and practical significance of this topic, summarize the relevant research content, methods and research results, On this basis, the research content of this paper is put forward. The second part: introduce the function of teacher's language in Chinese class. Teachers' classroom language is the most basic and most important means and communication tools for Chinese teachers to teach in class. It is the carrier of transmitting information and plays an important role in prompting and educating students. The value of Chinese teachers' classroom language cannot be ignored. This paper analyzes the special function of Chinese classroom language by observing and recording the classroom listening in Thai primary schools. The third part: explain the current situation of the use of classroom language in primary schools in Thailand. Including the typical cases of the classroom language of teachers and the statistics of the questionnaire, giving typical examples to illustrate the present situation of the classroom language of Chinese teachers in primary schools in Thailand, and expounding the necessity of studying the classroom terms of primary schools in Thailand. Use examples and data to analyze the existing problems in classroom language. The fourth part: according to the results of the field investigation and analysis in the classroom of myself and other primary schools in Thailand, we carefully read the relevant books and articles, and refer to the principles and characteristics of the Chinese teachers' classroom language summarized by our predecessors. This paper focuses on the analysis of the characteristics of Chinese classroom in primary schools in Thailand, and puts forward some strategies and suggestions suitable for Chinese teachers in Thai primary schools.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2
【參考文獻(xiàn)】
相關(guān)期刊論文 前5條
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，本文編號(hào)：2298492
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