泰国中学汉语教学课堂提问探讨A study on the classroom questioning of Chinese teaching in Thailand middle school 摘要:（摘要内容经过系统自动伪原创处理以避免复制，泰语论文题目，下载原文正常，内容请直接查看目录。） 发问是教室教授教养的一个主要构成部门,也是教员在教室教授教养中最经常使用的一种教授教养行动。对于第二说话教授教养来讲,发问的意义更加主要。今朝,在全球“汉语热”的情形下,泰国的汉语教授教养涌现史无前例的优越成长势头。但是,泰国汉语教授教养中还存在必定的成绩,师资力气有待增强,教授教养程度也有待进步。在如许的配景下,本文从泰国外乡教员的视角,考核泰国中学汉语教授教养中的发问行动,测验考试将经由精心设计的发问应用在中学汉语教授教养傍边,愿望借此改良泰国中学汉语教授教养的后果。这不只可以增进泰国汉语教授教养程度的进步,也有助于深化汉语教授教养法的研究。本文重要采取教室不雅察法、问卷查询拜访法和试验法展开研究任务。本文商量了汉语第二说话教授教养中发问的感化、准绳和战略,经由过程教室不雅察和问卷查询拜访懂得泰国中学汉语教授教养中发问行动的有关情形及存在的成绩,在此基本上拔取泰国汉语教材中的一课作为例子,对该课的发问停止精心设计,将设计好的发问应用到教授教养中,并评价发问的后果和全体的教授教养后果。本文研究发明,今朝泰国汉语教授教养中的教室发问重要存在以下缺乏：发问措施简略,发问数目过少,对发问缺少设计、发问的随便性年夜,不克不及用发问引诱先生输入目标语。本文以为,发问可以应用在组织教室、导入、讲授、操练、结课等教室教授教养的各个环节。有用的教室发问可以或许起到集中先生的留意力,启示先生思虑,赞助先生懂得进修内容,并能引诱先生准确地输入目标语的感化。要想取得好的发问后果,教员在发问时应当留意成绩分派、候答时问、反应措施等几个方面。另外,教员必需在上课前对教室发问停止精心的设计,防止随便地发问。 Abstract: Questioning is an important part of classroom teaching, a teacher in the classroom teaching action is most frequently used in teaching. About second speak in terms of teaching, the significance of the main questions more. At present, in the global "Chinese hot" situation, the emergence of Chinese parenting professor of Thailand superior growth momentum There was no parallel in history.. However, the results will still exist in Thailand Chinese teaching, teachers should be strengthened, the teaching level also needs to be improved. Under such background, this paper from the perspective of indigenous Thai teachers, assessment action of Thai middle school Chinese teaching in question, test will through carefully designed questions used in middle school Chinese teaching Bangbian, wishes, thereby improving the consequences of Thai middle school Chinese teaching. It can not only enhance the Thailand Chinese teaching level, research also helps to deepen Chinese teaching method. This article take the classroom observation method, questionnaire survey method and test method of discussion task. In this paper, we discuss the Chinese second talk teaching questions of probation, principles and strategies, through classroom observations and questionnaire visit know action questions Thai middle school Chinese teaching in the situation and the existing achievements, then choose Thailand Chinese teaching material in the lesson as an example, on the questions stop carefully designed, will design questions applied to teaching, and evaluation questions the consequences and all teaching consequences. This paper considers to discover, currently Thailand Chinese teaching in classroom questions exist the following: lack of questioning method is simple, too small a number to ask questions, to ask the lack of design, questioning the casually is big, cannot be used questions to seduce Mr. into the target language. This thought, questions can be used in all aspects of the organization, introduction, teaching, classroom practice, classroom teaching of the class node. Useful classroom questions may play on Mr. attention, Mr. enlightenment thought, sponsor know learning content, and could lure Mr accurately into the target language role. In order to achieve good teachers should pay attention to several questions of consequences, achievement distribution, waiting time, reaction method and so on questions in the. In addition, teachers must be in the classroom before the class to stop asking questions carefully designed to prevent casual questions. 目录: 摘要 2-4 ABSTRACT 4-5 第一章 绪论 7-12 第一节 选题意义 7 第二节 相关探讨动态 7-10 第三节 主要内容和探讨措施 10-12 第二章 提问在汉语作为第二语言教学中的运用 12-16 第一节 提问在汉语作为第二语言教学中的重要性和影响 12-13 第二节 汉语作为第二语言教学中的提问准则 13-14 第三节 汉语作为第二语言教学中的提问策略 14-16 第三章 泰国中学汉语教学课堂提问调查 16-24 第一节 课堂观察 16-18 第二节 问卷调查 18-24 第四章 《五个香蕉》提问设计与教学实验 24-33 第一节 实验目的和结果预测 24 第二节 《五个香蕉》提问设计 24-27 第三节 教学实验及效果略论 27-33 结论 33-34 参考文献 34-36 附录 36-43 致谢 43 |
