| 义务型教授教养法（Task-based Language Teaching）鼓起于20世纪80年月，可以说是外交教授教养法的成长，是今朝较多用于第二说话教授教养的一种办法，其根本理念是“在做中学”，设置响应的互动性的、真实的义务，使先生在完成义务的进程中积极地运用目标语停止外交，从而控制目标语。它是一种具有国际作用的外语教授教养办法，是国际上外语教授教养界普遍采取的一种说话教授教养思绪，该办法在增进先生进修、进步自动性方面具有很年夜的作用。据笔者查询拜访，在韩国南部地域的汉语教授教养中，特殊是低级汉语程度阶段，因为主客不雅缘由，义务型教授教养法还未被用于汉语教授教养中。本研究重要包含五部门：第一部门是绪论，重要引见本文选题的启事与意义、研究综述、研究内容与办法等三方面。第二部门重要概述韩国梁山中学低级汉语白话课的教授教养现状。第三部门是对韩国梁山中学低级汉语义务型白话课教授教养的整体设计，笔者从义务型教授教养的角度，对义务型运动设计的思绪、需要性和可行性停止了剖析。在这一部门中，笔者也阐释了生涯汉语这本教材中每一个单位各项义务的详细设计计划。第四部门是四个教授教养案例剖析。最初一部门是梁山中学师生对低级汉语义务型白话课的反应评价与笔者的教授教养反思。本研究的教授教养设计结果重要包含：第一，生涯汉语中十个单位的详细义务设计；第二，四个详细的白话课教授教养案例剖析。本校在此之前不曾用过义务型教授教养法，韩语论文，是以本文的研究结果会对本校教员和韩国教员懂得义务型的教授教养法的详细步调及操作有必定的赞助；再有，本文的研究对象是低级程度的韩国粹生，而且会依据韩国粹生的特色设置响应的教室义务运动，所以本文具有必定的针对性。 Abstract: Task-based teaching method, task-based language teaching to muster in the 20th century, 80 years, it can be said is the growth of foreign teaching method, is currently more for a way of second language teaching, and its fundamental concept is "learn by doing", set up in response to the interactive, real duty, Mr. in the fulfillment of the obligation in the process of actively using the target language to stop foreign, so as to control the target language. It is a kind of with international influence of foreign language teaching approach is international in the field of foreign language teaching generally adopted a teaching thoughts to speak, the way in promoting students studying and progress automatically has very big effect. According to the survey, in the region of Southern Korea of Chinese teaching, especially lower Chinese stage, because of the subjective and objective reasons, task-based teaching method has not been used for the teaching of Chinese. This study includes five departments: the first section is the introduction, it is important to introduce the reason and significance of this topic, research review, research content and methods, and so on three aspects. The second part is an overview of the current situation of the teaching of Junior Chinese vernacular in Liangshan middle school. The third sector is of Liangshan, South Korea high school junior Chinese task-based oral English class teaching overall design, the author from the perspective of task-based teaching, on duty type motion design thoughts, need and feasibility to carry on the analysis. In this part, the author also explains the detailed design plan of the duty of every unit in the textbook of career Chinese. The fourth section is the analysis of the four teaching cases. The first part is the Liangshan secondary school teachers and students in the elementary school Chinese compulsory class response evaluation and the author's teaching reflection. The results of the teaching design of this study include: first, the "career Chinese" in the detailed design of the ten units; second, four detailed case analysis of the vernacular teaching case. Prior to the school never used the task-based teaching method, is to the research results of the faculty and the Korean teachers know task-based teaching method with pace and operations have certain sponsorship; again, the research object of this paper is a low level of Korea and set the response, voluntary movement according to the characters of the quintessence of Han students, so this paper has certain pertinence. 目录: 摘要 4-5 Abstract 5 目录 7-9 第1章 绪论 9-14 1.1 选题缘由及探讨意义 9-10 1.1.1 选题缘由 9 1.1.2 选题意义 9-10 1.2 相关文献综述 10-12 1.2.1 任务型教学法在国际上的探讨近况 10 1.2.2 任务型教学法在国内的本体理论探讨 10-11 1.2.3 任务型教学法在国内第二语言教学中的探讨 11-12 1.3 探讨内容与措施 12-14 1.3.1 探讨内容 12-13 1.3.2 探讨措施 13-14 第2章 韩国梁山中学初级汉语口语课教学近况略论 14-17 2.1 教材练习设计少而随意，免费韩语论文，难以培养学生的交际能力 14 2.2 教师教学理念保守，课堂活动形式传统 14-15 2.3 口语练习方式单一，学生开口度较低 15-16 2.4 口语课学生兴趣度不高 16-17 第3章 韩国梁山中学初级汉语任务型口语课教学总体设计 17-24 3.1 任务设计的必要性及实施的可行性 17-19 3.1.1 任务设计的必要性 17-18 3.1.2 任务实施的可行性 18-19 3.2 任务设计的思路 19-20 3.3 单元设置及各单元主要任务 20-24 第4章 韩国梁山中学初级汉语任务型口语课教学案例略论 24-37 4.1 “购物”教学案例 24-27 4.2 “问路”教学案例 27-32 4.3 “打电话”之意见交换类的教学案例 32-34 4.4 “描述人物或询问细节类”教学案例 34-37 第5章 韩国梁山中学初级汉语任务型口语课的评价与反思 37-46 5.1 初级汉语任务型口语课的教学课堂反馈 37-44 5.1.1 任务的难度 37 5.1.2 教师的角色 37-38 5.1.3 对任务型教学的认可度 38 5.1.4 对课后任务的态度 38-39 5.1.5 实施任务时对合作小组的评价 39-44 5.2 初级汉语任务型口语课的教学反思 44-46 第6章 结论 46-48 参考文献 48-50 附录一 50-52 附录二 52-54 附录三 教师访谈 54-55 作者简介 55-56 致谢 56 |
