| 本文重要以说话学与心思学的相干实际、不雅点为实际基本,阐述义务型教授教养法和据说型教授教养法发生的配景,成长和应用情形。本文作者在韩国小学汉语教室中,分离在分歧的班级采取了义务型教授教养法和据说型教授教养法,并经由过程不雅测先生反响、教授教养后果,考核这两种教授教养办法在详细实行中的差异和优缺陷。在韩国小学低年级汉语教室教授教养中,因为孩子们都处于低级程度,留意力的集中才能、自我束缚才能和认知程度,懂得才能都不如成人那样蓬勃完整,是以,在对外汉语教授教养范畴风行已久的义务教授教养法和据说教授教养法究竟哪种能更好地顺应韩国小学教室的须要、更合适低年级汉语进修者,并使教员可以或许有用地组织教授教养就成了本文所要研究的重要成绩。同时,本文还努力于研究若何依据进修者的现实汉语程度和进修才能对已有的教授教养办法停止改良,从而最年夜水平地施展分歧教授教养法的感化,增进进步低龄进修者的汉语程度。经由过程这两种办法在韩国小学汉语教室中比较应用,并联合本身在韩国对外汉语教授教养练习中的一些熟悉与领会,从教授教养理论动身,说明了义务型教授教养法和据说法在对韩中小学汉语教授教养中的可行性、有用性和局限性,商量若何赓续尽力改良教授教养法,使其随机应变因时制宜地在对外汉语教授教养中施展最年夜的感化。 Abstract: This article is important to talk about the reality of the theory and the reality, the point of view of the actual situation, the obligation based teaching method and the teaching method is said to happen, and the development and use of the situation. In the South Korean primary school Chinese classroom, the author separates in different classes to take the obligation to teach the method and is said to teach the method, and through the process of the observation of the effect of the teaching, the teaching of the two kinds of teaching methods in detail in the implementation of the similarities and differences. In the South Korean primary school, junior Chinese classroom teaching, because the children are in a low level, the focus of attention, self binding ability and cognitive level, as well as adults, is not as good as the adult, is a popular teaching method in the teaching of foreign language teaching method and the teaching method, which is more suitable for the South Korean primary school classroom, more suitable for low grade Chinese learners, and make the teacher can be useful to organize teaching is the important achievement of this paper. At the same time, this thesis also endeavors to study how, on the basis of the study of reality of Chinese degree and learning ability in the existing teaching methods was improved, and to the level of the eve of the display of different teaching method effect, promote young study progress of Chinese. Through the two way in the Korean elementary school Chinese classroom by comparison, and the joint itself in the South Korean foreign language teaching practice some familiar with and understanding, from the start of the theory teaching, indicating that the task-based teaching method and it is said that in Korean primary school Chinese teaching of the feasibility and usefulness and limitations, to discuss if he Geng continued its efforts to improve the teaching method, the adaptable according to display most of the eve of the role in the teaching of Chinese as a foreign language. 目录: 中文摘要 3-4 Abstract 4 序言 任务型教学法和听说型教学法的简介 7-19 1 对外汉语教学法探讨近况 7-8 2 任务型教学法简介 8-12 2.1 任务型教学法的理论来源 8-10 2.2 任务型教学法的内容 10-12 3 听说型教学法简介 12-15 3.1 听说型教学法的理论来源 12-13 3.2 听说型教学法的内容 13-15 4 国内外两种教学法的比较运用情况 15-19 第一章 任务型教学法的课堂实践 19-32 1.1 任务型教学法的具体内容和教学目标 19-22 1.1.1 任务型教学法的具体内容 19-20 1.1.2 任务型教学法的教学目标 20-21 1.1.3 任务型教学法实施班级学生的具体情况 21-22 1.2 任务型教学法的具体实施过程 22-29 1.3 任务型教学法反馈 29-32 第二章 听说型教学法的课堂实践 32-41 2.1 听说型教学法的具体内容和教学目标 32-34 2.1.1 听说型教学法的具体内容 32-33 2.1.2 听说型教学法的教学目标 33 2.1.3 听说型教学法实施班级学生的具体情况 33-34 2.2 听说型教学法的具体实施过程 34-38 2.3 听说型教学法反馈 38-41 第三章 任务型教学法与听说型教学法的对比反馈 41-53 3.1 问卷调查及结果反馈 41-49 3.1.1 课前调查数据略论 41-44 3.1.2 课中调查数据略论 44-46 3.1.3 课后调查数据略论 46-49 3.2 任务型教学法与听说型教学法的优缺点比较 49-51 3.3 因地制宜、因时制宜选取最合适的教学法 51-53 结语 53-54 参考文献 54-56 附录 56-60 在校期间的探讨成果 60-61 致谢 61 |
