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基于任务型教学法的初级汉语综合课《你吃饭了吗》教学设计 ——以首尔机器人高中为例

【作者】 李俊鸽

【导师】 余丹丹;

【作者基本信息】 安阳师范学院, 汉语国际教育(专业学位), 2020, 硕士

【副题名】以首尔机器人高中为例

【摘要】 初级汉语综合课是当今海外汉语教学中最主要的课型。它涉及的教学内容广泛,可选取的教学方法也多种多样,在以往的汉语课堂中,最常见的教学法如语法翻译法、直接法等,这些教学方法在早期出现适应了当时的教学环境,随着汉语教学事业的进步,单纯运用传统的教学法容易造成“满堂灌”等现象,而任务型教学法则是以学生为中心,通过让学生完成既定的任务,从而实现在“做中学”的教学目标,其明显区别于传统的以教师为中心的汉语课堂教学。任务型教学法最初在国内的英语课堂中的阅读课上实践,但在海外汉语综合课中的应用研究相对较少,尤其是能够针对某一话题进行具体的教学设计的研究少之又少。因此本人认为在韩国搭档合作教学的情况下,针对课时安排有限,但学习能力、理解分析能力较强的高二学生,任务型教学法能够很好地迎合学生特点,发挥学生的主观能动性,激发学生团结互助的学习习惯以及良性竞争精神,亦能够为海外初级汉语综合课的教学提供一些具体案例。本文共分为五个章节,第一章是绪论,主要介绍在全球“汉语热”、韩国的汉语教学蓬勃发展的背景之下,选择此论文题目进行研究的意义何在,并针对所研究的内容采取相应的研究方法以及对国内外文献进行简单的综述;第二章是任务型教学法在韩国汉语课堂中的应用情况,分别对任务型教学法、合作教学模式进行简单论述,并分析其在综合课中的应用,再对其进行利弊分析,最后重点强调任务型教学法在韩国特殊教学背景下的应用情况以及利弊分析;第三章是以《你吃饭了吗》为例,对韩国合作教学模式下的初级汉语综合课进行具体的教学设计,首先对文化背景、教学环境、教材、教学对象、总体思路等教学要素进行具体分析,然后将教学内容分为三个课时,分别写出其教案与实施过程;第四章是对该教学设计进行评估和反思,讨论了本教学法与其他教学法相比的出彩之处,同时对于其缺点进行反思并提出解决办法;而第五章则是对整篇论文做出总结,认识到本论文的不足之处,并对以后的研究提出希冀。

【Abstract】 Beginner Chinese comprehensive course is the most important course type in overseas Chinese teaching.It involves a wide range of teaching contents and requires a wide variety of teaching methods.Such as grammar translation method and intuitive method,appeared in the early stage to adapt to the teaching environment at that time.With the progress of Chinese teaching,the simple use of traditional teaching methods is easy to cause "full-scale" and other phenomena,while TBLT that learning principle is to take students as the center,to achieve the teaching goal of "learning by doing",which is obviously different from the traditional teacher centered Chinese classroom teaching.TBLT was initially practiced in reading class in domestic English class,but there are relatively few applied researches in overseas Chinese comprehensive class,especially few researches on specific teaching design for a topic.Therefore,the author believes that in the case of cooperative teaching in South Korea,TBLT can well cater to the characteristics of students,give full play to students’ subjective initiative,stimulate students’ learning habits of unity and mutual assistance and benign competitive spirit,and can also be used for the teaching of overseas beginner Chinese comprehensive courses,and some specific cases are provided.This paper is divided into five chapters.The first chapter is the introduction,which mainly introduces the significance of the research on the topic of this paper under the background of the global "Chinese fever" and the booming development of Chinese teaching in South Korea,and takes the corresponding research methods for the content of the research and a brief review of the domestic and foreign literature.The second chapter is the TBLT in Korean Chinese class,the application of TBLT and cooperative teaching mode are briefly discussed,and their application in comprehensive courses is analyzed,and then the advantages and disadvantages are analyzed.Finally,the application of TBLT in the special teaching background of South Korea and the advantages and disadvantages analysis are emphasized.The third chapter takes "Have You Eaten yet" as an example to design the beginner Chinese comprehensive course under the Korean cooperative teaching mode.Firstly,it analyzes the kinds of teaching elements,such as the cultural background,teaching environment,teaching materials,teaching objects,general ideasand so on,and then divides the teaching content into three class hours,writing out the teaching plan and implementation process respectively.The fourth chapter is to evaluate and reflect on the teaching design,discuss the advantages of this teaching method compared with other teaching methods,and at the same time,for its lack point to reflect and propose solutions.The fifth chapter is to summarize the whole paper,recognize the shortcomings of this paper,and put forward the hope for future research.

  • 【网络出版投稿人】 安阳师范学院
  • 【分类号】G633.3
  • 【被引频次】1
  • 【下载频次】186
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