泰国中学零基础汉语综合课教学设计探究一以泰国Thautae Pittaya中学为例A study on the teaching design of zero basic Chinese language teaching in Thailand middle school: a case study of Pittaya Thautae high school in Thailand 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,跟着中泰两国的在经济文明等方面的交换赓续加深,在泰国愈来愈的人开端进修汉语,许多中学、年夜学都开设了汉语课程,汉语教导遭到了极年夜的看重和支撑。笔者于2017年5月作为第12批赴泰汉语教员自愿者离开泰国南部素叻他尼府的Thautae Pittaya中学,停止为期10个月的汉语教授教养。笔者是第一次正式停止汉语班级教授教养,在任教时代对地点黉舍停止了细心的不雅察和思虑,Thautae Pittaya中学是初次开设汉语课程,先生们对汉语课充斥热忱,然则照样在教授教养资本、课程设置等方面存在缺乏,晦气于汉语教授教养的有用展开。本文以Thautae Pittaya中学的零基本汉语综合教授教养为例,运用现有的教授教养设计实际,总结本身在现实教授教养中不雅察到的情形,剖析先生特色、教授教养战略等身分,对零基本的汉语综合课停止了教授教养设计。而且在教授教养设计的教室理论中不雅察先生的反响和教室介入度,以后停止反思,对教授教养设计提出了改良看法。本文的重要研究目标是联合先生特色、教材、教授教养情况等身分,设计以先生为中间、周全进步先生的据说读写才能,合适泰国中先生的零基本汉语综合课教授教养设计,进步先生进修汉语的兴致,为先生为今后的汉语进修打下优越的基本。愿望经由过程对本课题的研究对泰国中学零基本汉语教授教养有必定的参考自创价值。 Abstract: In recent years, along with China and Thailand's in economic civilization exchange continuously deepened, in Thailand is getting more and more people begin to learn Chinese, many high school and college have opened Chinese language courses, Chinese teaching has been greatly valued and supported. The author in May 2017 as the first batch of 12 went to the Thai Chinese teacher volunteers left the southern Thailand Surat Thani Thautae Pittaya middle school stop for a period of 10 months of Chinese teaching. The author is the first officially stopped Chinese class teaching. In the teaching of the era of place school homes had a careful not Yacha and consideration, Middle School of Thautae Pittaya is first opened the Chinese course and gentlemen in Chinese language lessons fill warmly, but still in teaching resources, curriculum setting there is a lack of, unlucky in Chinese teaching effective. The Thautae Pittaya secondary zero basic Chinese comprehensive teaching as an example, application existing in the teaching of practical design, itself in the reality teaching observations to the summary, analysis of identity of Mr. characteristic and teaching strategy, teaching design of zero basic Chinese comprehensive course. And in the theory of instructional design of classroom observations Mr. reaction and classroom involvement, after reflection, on the design of teaching proposed modified view. The main purpose of the study is the identity of the combined with Mr. characteristics, teaching materials, teaching situation, take the student as the center, the comprehensive progress of Mr. said, reading and writing ability, suitable Thailand Mr. zero basic Chinese comprehensive course teaching design, progress, interest in learning Mandarin, as Mr. for the future of Chinese learning and lay a superior basic. The desire to pass through the process to this topic research to the Thailand middle school zero basic Chinese teaching has the certain reference to own the value. 目录: 摘要 3-4 Abstract 4 第一章 绪论 7-12 1.选题背景及意义 7-8 2.探讨综述 8-10 2.1 教学设计探讨状况 8-9 2.2 对外汉语教学设计探讨状况 9 2.3 零基础教学探讨状况 9-10 3.主要探讨内容及措施 10-12 3.1 主要探讨内容 10 3.2 探讨措施 10-12 第二章 零基础汉语综合课教学设计的基础略论 12-17 2.1 观察法观察到的情况 12-14 2.1.1 泰国中学生基本学习特点 12-13 2.1.2 教学环境 13 2.1.3 校方对汉语教学的态度 13-14 2.2 问卷调查的略论 14-17 2.2.1 问卷调查 14 2.2.2 问卷调查的结果略论 14-17 第三章 零基础综合课教学设计的总体设计及具体方案 17-28 3.1 教学目标的确定 17-18 3.1.1 零基础汉语教学的总体目标 17 3.1.2 Thautae Pittaya中学零基础汉语综合课的总体目标 17 3.1.3 具体的综合课教学目标 17-18 3.2 教学设计的总体设计理念 18-19 3.3 总体的教学策略 19-22 3.3.1 教学过程 19 3.3.2 教学的组织形式的选择 19-20 3.3.3 教学手段的选择 20 3.3.4 教学策略与技巧 20-22 3.4 综合课教学设计的具体方案—以《家庭》一课为例 22-27 3.5 对教学设计的阐述 27-28 第四章 零基础综合课教学设计的效果评测及教学反馈 28-31 4.1 教学效果的评测 28 4.2 课堂反馈及教师自我反思 28-31 第五章 结语 31-34 5.1 结合教学实践对教学设计提出的改进意见 31-32 5.2 本探讨的局限性 32-34 参考文献 34-35 附表一 35-37 附表二 37-40 致谢 40 |
