| 摘要：本文重要以汉语教室中的会话教室为研究基本,以有过一年汉语进修阅历的汉语低级进修者为研究对象,以教员自己为动身点,采用经历总结、案例剖析、拜访说话等办法,针对教室上的调控成绩停止剖析。重要从教室气氛的调控、教室介入者关系的改良及教员本身的进步方面停止论述。在调动先生兴致及活泼教室氛围方面重要从教员自己作为动身点,如教员应若何支配教授教养内容、选择教授教养办法、设计教授教养中的行动说话及在教授教养前和教授教养停止中对自我心思的调剂等。同时总结出汉语会话课教员该若何依据详细的教室情形停止公道的调控以到达最好的教室教授教养后果,完成汉语教室最优化。 Abstract: Abstract: in this paper, important to Chinese classroom conversation classroom as the research basic, to have a year of Chinese learning experience of Chinese low-level learners as the research object, in which faculty for starting point, by summarizing the experience, case analysis, visiting talking way, classroom regulation scores for analysis. Progress and improvement of teachers from classroom atmosphere regulation, the relationship between classroom intervention of itself. In mobilizing Mr. interest and lively classroom atmosphere is important from the faculty as the starting point, such as teacher Ying Ruohe dominate the teaching content, the choice of teaching methods, design teaching actions speak and in teaching and teaching stop of self psychological adjustment. At the same time, summed up the Chinese conversation lesson the teacher how to according with the classroom situation stop reasonable regulation in order to achieve the best classroom teaching result, to optimize Chinese classroom. 目录: 摘要 5-6 Abstract 6 1. 引言 8-10 1.1 探讨目的 8 1.2 与本课题相关的国内外探讨近况 8-9 1.3 课题探讨的主要措施 9 1.4 案例学校背景介绍 9-10 2. 汉语会话课课堂氛围的调控 10-19 2.1 适当改变教学内容 10-14 2.2 掌控课堂时间的分配 14-15 2.3 应用多样化的教学形式 15-19 3. 课堂参与者的关系的改善 19-23 3.1 教师要注意自己在课堂上的态度表现 19-22 3.2 教师应多了解学生、接触学生 22-23 4. 汉语教师自身素质的提高 23-25 4.1 加强专业知识的积累 23-24 4.2 教学相长 24 4.3 教师自我心态的调整 24-25 5. 结语 25-26 参考文献 26-27 致谢 27 |
