泰国中学汉语教材略论一以《跟我学汉语》（泰语版）为例Thailand middle school Chinese textbook analysis to "learn Chinese with me" (Thai version) as an example 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 最近几年来，跟着“汉语热”的赓续升温，对泰汉语教授教养也出现出一派欣欣茂发的气象。今朝泰国从幼儿园到年夜学均开设了汉语课程，初步停止了一个汉语进修体系，泰语论文网站，然则因为没有同一完美的汉语教导计划，这个体系缺少标准性和连接性，其实不完美，同时今朝也没有同一的汉语教授教养年夜纲来标准、指点全国的汉语教授教养。今朝泰国开设汉语课的黉舍固然许多，但全部汉语教授教养根本处于凌乱状况。今朝市情真正相符泰国现实教授教养需求的教材百里挑一，归其缘由是浩瀚汉语教材的编者对泰国现实教授教养情形不清晰，教材的编写没有针对泰国汉语教授教养特色，年夜部门教材其实不实用于泰国详细教授教养现实。是以，以某本泰国中小学经常使用教材为依托，在熟知相干教授教养实际和进修实际的指点下，再从对该教材的剖析和评价中汲取相干的实际，剖析何种汉语教材为泰国中小学真正须要，泰语论文题目，长短常有需要的。这也是本文研究的配景和目标。本文以在泰国初中运用规模比拟广的《跟我学汉语》(泰语版)为研究对象，从辞汇、课文、语法、汉字、文明、演习、课上运动七个方面动手，剖析这本教材的特色及其优势与缺乏。对《跟我学汉语》的评价角度重要是考核其内涵的迷信性、公道性，也考量它在现实教授教养中能否合适泰国师生运用。因为泰国教导部还没有制订同一的《汉语教授教养年夜纲》，没法从年夜纲动手对《跟我学汉语》(泰语版)停止试验性查询拜访。本文重要将联合笔者及部门运用《跟我学汉语》的先生的现实教授教养情形，在剖析教材评价实际的基本上，联合德律风问卷、访谈等情势停止研究。在对《跟我学汉语》(泰语版)停止剖析评价后，笔者又联合《跟我学汉语》的实际剖析和现实教授教养情形及先生反应，从教材的四个通用性准绳：针对性、适用性、兴趣性、迷信性角度，论述了受泰国粹生爱好、针对泰国汉语教授教养理论的教材的请求。 Abstract: In recent years, followed by "Chinese hot" continuously warming, of Thai and Chinese teaching have also shown a faction thriving weather. Currently Thailand from kindergarten to college have opened Chinese language courses, preliminary stopped a Chinese learning system. However because there is no the same perfect Chinese teaching plan, the system lack standard and connectivity, wasn't perfect, and currently there is no the same Chinese teaching large classes to standard and guide the Chinese teaching. At present, there are many schools offering Chinese courses in Thailand, but all the Chinese teaching is in a state of disorder. Current situation really consistent Thailand reality teaching demand of the textbook the cream of the crop, return the reason is editor of the vast Chinese Textbooks in Thailand real teaching situation is not clear, the textbook written no in Thailand Chinese teaching characteristics, Nianye sector textbooks actually not to Thailand with teaching reality. Therefore, to a Thai primary and secondary school frequently used textbooks to rely on, in the hep and relevant teaching practice and study and practical guidance, from the analysis and evaluation of the textbook draw relevant practical and analyze what Chinese textbooks for primary and secondary schools in Thailand really need, length often need. This is also the background and objectives of this paper. This article to the Thai middle school application scale comparable wide of the with me learning Chinese (Thai version) as the research object, from vocabulary, text, grammar, characters and civilization, the exercise, hands-on class seven aspects, analysis of characteristics of the textbook and its advantages and the lack of. The evaluation of "follow me" is an important aspect of the scientific and reasonable assessment of its content, but also to consider whether it is suitable for the teaching of Thailand teachers and students in the application. Because the Thai Ministry of education has not been worked with the Chinese teaching large classes ", not from outline of the eve of the hands on the with me learning Chinese (Thai version) stop experimental investigation. This article will combine the author and the Department of "with me to learn Chinese", the reality of the teaching situation, in the analysis of the actual evaluation of the teaching materials, the combination of the law, the questionnaire, interviews and other forms of research. In theoretical analysis and practical teaching situation and Mr. reaction on the follow me learning Chinese (Thai version) analysis and evaluation, the author combined with "learn Chinese with me", from the materials of the four general principles: for, applicability, interest, superstition perspective. On the Thailand students interests and requests for Thailand Chinese Teaching theory in teaching materials. 目录: |
