《我來(lái)中國(guó)兩個(gè)多月了》教學(xué)設(shè)計(jì)
發(fā)布時(shí)間：2018-08-26 17:38
【摘要】：對(duì)外漢語(yǔ)教學(xué)是語(yǔ)言教學(xué)的一種，是一項(xiàng)非常重要的教學(xué)活動(dòng)。那么何謂對(duì)外漢語(yǔ)教學(xué)的教學(xué)設(shè)計(jì)呢?教學(xué)設(shè)計(jì)英文名稱(chēng)為InstructionalDesign，簡(jiǎn)稱(chēng)ID，，又稱(chēng)為教學(xué)系統(tǒng)的設(shè)計(jì)。優(yōu)秀的教案，好比是優(yōu)秀的臺(tái)本。只有在擁有了優(yōu)秀的臺(tái)本之后，學(xué)生們才會(huì)被像電影內(nèi)容一樣精彩的漢語(yǔ)課堂所深深地吸引。教學(xué)設(shè)計(jì)的目標(biāo)是用來(lái)優(yōu)化、升級(jí)課堂的教學(xué)效果的。作為課堂教學(xué)之”源”,同樣也是教學(xué)不可或缺的基礎(chǔ)的教學(xué)設(shè)計(jì)，則需要對(duì)外漢語(yǔ)教師對(duì)已有知識(shí)進(jìn)行歸納總結(jié)，完成獨(dú)具匠心的演繹。教學(xué)設(shè)計(jì)還是課堂教學(xué)的重要依據(jù)，是教師對(duì)所授教材的全新詮釋。為了使課堂教學(xué)設(shè)計(jì)更符合學(xué)生的領(lǐng)悟能力，滿(mǎn)足學(xué)生對(duì)于漢語(yǔ)的學(xué)習(xí)需求，對(duì)外漢語(yǔ)教師應(yīng)以教學(xué)內(nèi)容作為依托，融入自己的觀(guān)點(diǎn)和見(jiàn)解，參照相關(guān)教學(xué)理論為指導(dǎo)，歸納、整理教材內(nèi)容，并對(duì)相關(guān)教學(xué)內(nèi)容進(jìn)行處理、加工、編排，甚至再造，使之更切合學(xué)生真實(shí)的學(xué)習(xí)水平和交際語(yǔ)言需要。從這個(gè)意義上來(lái)說(shuō)，就是運(yùn)用對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)的理論基礎(chǔ)，通過(guò)對(duì)對(duì)外漢語(yǔ)的教學(xué)內(nèi)容、教學(xué)對(duì)象等進(jìn)行分析，把可以面向不同層次學(xué)生的切實(shí)有效的教學(xué)方案設(shè)計(jì)出來(lái)。20世紀(jì)80年代，呂必松先生作為最早研究對(duì)外漢語(yǔ)教學(xué)這一新興學(xué)科的學(xué)科的代表，認(rèn)為漢語(yǔ)作為第二語(yǔ)言教學(xué)的教學(xué)過(guò)程和教學(xué)活動(dòng)，用16個(gè)字來(lái)概括，即：編寫(xiě)教材，設(shè)計(jì)教學(xué)，課堂教學(xué)和語(yǔ)言測(cè)試。 在初級(jí)漢語(yǔ)綜合課上，教師的教學(xué)任務(wù)是繁重的，復(fù)雜的，多樣的。怎樣編排、整理已有的教學(xué)材料和教學(xué)資源，怎樣將課堂上學(xué)生的學(xué)習(xí)熱忱調(diào)動(dòng)起來(lái)，怎樣在有限教學(xué)時(shí)間內(nèi)，保質(zhì)保量地完成字、詞、句、語(yǔ)法、文化等多個(gè)不同的教學(xué)任務(wù)都是值得對(duì)外漢語(yǔ)教師們深刻思考的重要問(wèn)題。本文結(jié)合了對(duì)外漢語(yǔ)教學(xué)課堂的實(shí)際教學(xué)情況，引發(fā)了如何進(jìn)行有效的教學(xué)設(shè)計(jì)相關(guān)問(wèn)題的研究。以下是本次論文四個(gè)部分： 第1章的主要內(nèi)容包括對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)的研究背景，屬于緒論部分。另外還對(duì)目前的對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)研究狀況進(jìn)行了羅列和歸納，同時(shí)也陳列了本文與其他教學(xué)設(shè)計(jì)的一些與眾不同之處。 第2章是對(duì)于《我來(lái)中國(guó)兩個(gè)多月了》的教學(xué)設(shè)計(jì)分析。這個(gè)部分闡述了此次教學(xué)設(shè)計(jì)的理念與方法，從九個(gè)方面進(jìn)行分析，其中包括對(duì)教材的分析，對(duì)教學(xué)內(nèi)容分析，以及對(duì)教學(xué)方法的探討、對(duì)教學(xué)對(duì)象的分析等等。 第3章主要內(nèi)容就是對(duì)《我來(lái)中國(guó)兩個(gè)多月了》這篇課文的的詳細(xì)的教學(xué)設(shè)計(jì)，即是本文的核心部分。圍繞教學(xué)內(nèi)容，教學(xué)行為和教學(xué)效果展開(kāi)教學(xué)，用心設(shè)計(jì)每一個(gè)教學(xué)環(huán)節(jié)，為了最大限度的符合學(xué)生的實(shí)際能力和學(xué)習(xí)習(xí)慣，在知識(shí)的傳授、教法的選擇以及練習(xí)的安排等方面更加注重細(xì)節(jié)，確保對(duì)外漢語(yǔ)教學(xué)取得實(shí)效性的成果。 第4章是結(jié)論部分，概括并總結(jié)了本次論文中所做的有益嘗試，也提出了本文中不可避免不足之處，并希望通過(guò)相關(guān)探討和研究，能夠使其有所精進(jìn)，更加完備。
[Abstract]:Teaching Chinese as a foreign language is a kind of language teaching and a very important teaching activity. So what is the teaching design of teaching Chinese as a foreign language? The English name of teaching design is Instructional Design, also known as the design of teaching system. The goal of instructional design is to optimize and upgrade the teaching effect of the classroom. As the "source" of classroom teaching, it is also an indispensable basis for teaching design, which requires teachers of Chinese as a foreign language to summarize the existing knowledge. Teaching design is also an important basis for classroom teaching and a new interpretation of the teaching materials. In order to make classroom teaching design more in line with students'comprehension and meet students' learning needs for Chinese, TCFL teachers should take teaching content as a backing, incorporate their own views and opinions, and refer to it for reference. Guided by the teaching theory, the author summarizes and arranges the teaching materials, and processes, arranges, even reconstructs the relevant teaching contents so as to make them more suitable for the students'real learning level and communicative language needs. In the 1980s, Mr. Lu Bisong, as the earliest representative of the new discipline of teaching Chinese as a foreign language, thought that Chinese as a second language teaching process and teaching activities, summed up in 16 words, namely: Compile teaching materials, design teaching, classroom teaching and language testing.
How to arrange, organize and organize the existing teaching materials and resources, how to arouse the enthusiasm of students in the classroom, how to complete the different teaching tasks of words, words, sentences, grammar and culture with high quality and quantity in the limited teaching time? This paper combines the actual teaching situation in the teaching of Chinese as a foreign language classroom, triggering a study on how to carry out effective teaching design related issues. The following are the four parts of this paper:
The main content of Chapter 1 includes the research background of instructional design of Chinese as a foreign language, which belongs to the introduction part. In addition, it lists and summarizes the current situation of instructional design of Chinese as a foreign language, and also shows some differences between this paper and other instructional design.
Chapter 2 is an analysis of the instructional design of "I have been in China for more than two months". This part expounds the idea and method of the instructional design, and analyzes it from nine aspects, including the analysis of teaching materials, the analysis of teaching contents, the discussion of teaching methods, the analysis of teaching objects and so on.
The main content of Chapter 3 is the detailed instructional design of the text "I have been in China for more than two months". It is the core part of this paper. More attention should be paid to the details of teaching, the choice of teaching methods and the arrangement of exercises to ensure the effectiveness of teaching Chinese as a foreign language.
Chapter 4 is the conclusion part, which summarizes and summarizes the beneficial attempts made in this paper, and points out the unavoidable shortcomings in this paper. It is hoped that through the relevant discussion and research, it can be improved and more complete.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3
本文編號(hào)：2205659
[Abstract]:Teaching Chinese as a foreign language is a kind of language teaching and a very important teaching activity. So what is the teaching design of teaching Chinese as a foreign language? The English name of teaching design is Instructional Design, also known as the design of teaching system. The goal of instructional design is to optimize and upgrade the teaching effect of the classroom. As the "source" of classroom teaching, it is also an indispensable basis for teaching design, which requires teachers of Chinese as a foreign language to summarize the existing knowledge. Teaching design is also an important basis for classroom teaching and a new interpretation of the teaching materials. In order to make classroom teaching design more in line with students'comprehension and meet students' learning needs for Chinese, TCFL teachers should take teaching content as a backing, incorporate their own views and opinions, and refer to it for reference. Guided by the teaching theory, the author summarizes and arranges the teaching materials, and processes, arranges, even reconstructs the relevant teaching contents so as to make them more suitable for the students'real learning level and communicative language needs. In the 1980s, Mr. Lu Bisong, as the earliest representative of the new discipline of teaching Chinese as a foreign language, thought that Chinese as a second language teaching process and teaching activities, summed up in 16 words, namely: Compile teaching materials, design teaching, classroom teaching and language testing.
How to arrange, organize and organize the existing teaching materials and resources, how to arouse the enthusiasm of students in the classroom, how to complete the different teaching tasks of words, words, sentences, grammar and culture with high quality and quantity in the limited teaching time? This paper combines the actual teaching situation in the teaching of Chinese as a foreign language classroom, triggering a study on how to carry out effective teaching design related issues. The following are the four parts of this paper:
The main content of Chapter 1 includes the research background of instructional design of Chinese as a foreign language, which belongs to the introduction part. In addition, it lists and summarizes the current situation of instructional design of Chinese as a foreign language, and also shows some differences between this paper and other instructional design.
Chapter 2 is an analysis of the instructional design of "I have been in China for more than two months". This part expounds the idea and method of the instructional design, and analyzes it from nine aspects, including the analysis of teaching materials, the analysis of teaching contents, the discussion of teaching methods, the analysis of teaching objects and so on.
The main content of Chapter 3 is the detailed instructional design of the text "I have been in China for more than two months". It is the core part of this paper. More attention should be paid to the details of teaching, the choice of teaching methods and the arrangement of exercises to ensure the effectiveness of teaching Chinese as a foreign language.
Chapter 4 is the conclusion part, which summarizes and summarizes the beneficial attempts made in this paper, and points out the unavoidable shortcomings in this paper. It is hoped that through the relevant discussion and research, it can be improved and more complete.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3
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本文編號(hào)：2205659
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