泰国公立大学汉语专业课程设置需求略论一以泰国南部三所大学为例A case study of three universities in the south of Thailand in Thailand Public University 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。） 今朝，在全球规模内都鼓起了汉语热，作为中国近邻的泰国也鼓起了进修汉语的高潮。汉语愈来愈遭到看重，很多年夜学都开设了汉语专业课程。汉语教授教养的重要议题是课程设置成绩，而需求剖析是课程设置的重要步调。卖力周全的需求剖析可以赞助人们发明外语教授教养中的成绩。本研究起首采取了Hutchison & Waters的需求剖析实际框架设计了问卷，以泰国南部地域三所公立年夜学汉语专业232名的本科生为查询拜访对象，经由过程查询拜访和访谈先生对汉语课程的需乞降满足水平，再对课程设计中的几个主要环节，如课程目标，教材、教授教养法和评价中的详细需求睁开查询拜访。找出泰国汉语专业课程设计与先生的进修目标和先生进修需求间的差别，从而为相干专家，黉舍和教导治理部分供给无益的参考。查询拜访成果显示，汉语专业先生对于汉语进修有奇特的需求1)年夜多半先生进修汉语的积极性很高，由于他们以为较好的汉语技巧对于将来的任务非常主要； 2)教材内容作风单1、死板，泰语毕业论文，很难激起先生的进修兴致；3)教授教养办法单一，教室氛围活跃，教授教养后果不睬想；4)汉语专业课程的评价后果很差，不看重一些很主要的说话技巧。笔者提出了现状中存在的成绩后，泰语论文，对这些成绩提出了以下的一些处理措施1)为进步先生汉语专业方面的技巧，必需增强教材扶植；2)树立以先生为中间的教授教养形式，让先生更多地介入到教授教养中；3)要构建迷信公道的课程系统，调剂课程构造，多开选修课，以知足先生分歧层面的进修需求。本论文经由过程对泰国公立年夜学的个案研究，得出了一些无益的结论，笔者愿望借此进步泰国高校汉语专业课程教授教养程度，为泰国的高校展开汉语教授教养供给一些无益的参考。 Abstract: At present, in the global scale, the Chinese hot, as a neighbor of China, Thailand has also been the climax of learning chinese. The Chinese have been increasingly valued, many universities have opened Chinese language courses. The important topic of Chinese teaching is the achievement of curriculum, and the demand analysis is an important step in curriculum design. An analysis of the needs of the people in the comprehensive analysis of the achievements in the teaching of foreign language teaching can be supported by the people. This study first take the Hutchison & waters needs theoretical analysis framework for the design of the questionnaire, in southern Thailand region three years public university Chinese professional 232 undergraduates as investigation object, through the process of query visits and interviews Mr. of Chinese curriculum needs and level of satisfaction, on several major aspects of the curriculum design, such as course objectives, teaching material, teaching method and evaluation of the detailed requirements of open inquires the visit. Find out the difference between Chinese language professional curriculum design and students' learning goals and demands of Thailand, so as to provide useful reference for the relevant experts, schools and teaching management. Survey results show that Chinese students about learning Chinese peculiar demand Nianye mostly students studying Chinese enthusiasm is very high, because they think good Chinese skills regarding the future task is very important; 2) textbook style 1 single, inflexible and difficult to arouse study interest of the Mr.; 3) teaching methods single, active classroom atmosphere, the teaching result is not satisfactory; 4) Chinese courses evaluation result is very poor, the value of some very important speaking skills. The author presents the status quo of achievement, of these issues put forward some treatment methods for the following 1) Mr. progress Chinese professional skills, must strengthen the construction of teaching materials; 2) set up to Mr. intermediate form of teaching, let the students more involved in the teaching to teach parenting; 3) to build scientific and reasonable curriculum system, curriculum structure adjustment, open elective courses in order to meet Mr. differences level learning needs. This paper through to the Thai public university case study, it is concluded that the some beneficial conclusions, I desire to take this progress in Thailand Chinese professional courses teaching degree, as the Thai universities start Chinese teaching to provide some beneficial reference. 目录: 中文摘要 3-4 英文摘要 4 1 绪论 8-11 1.1 探讨背景 8-9 1.2 探讨目的与意义 9-10 1.3 探讨框架 10-11 2 文献综述 11-21 2.1 课程及课程设置 11-13 2.1.1 课程的定义 11 2.1.2 课程设置的定义 11-12 2.1.3 课程设计措施 12-13 2.2 需求略论 13-16 2.2.1 需求的定义及分类 13-14 2.2.2 需求略论的定义 14 2.2.3 需求略论的步骤 14-15 2.2.4 需求的调查措施与需求略论的模式 15-16 2.3 国内外对需求略论的探讨 16-21 2.3.1 国外探讨近况 16-17 2.3.2 国内探讨近况 17-21 3 探讨措施 21-24 3.1 探讨措施 21 3.2 探讨问题 21 3.3 探讨对象 21-22 3.4 探讨工具 22-23 3.4.1 问卷调查 22 3.4.2 访谈 22-23 3.5 数据收集 23 3.6 数据略论 23-24 4 结果与讨论 24-42 4.1 结果略论 24-33 4.1.1 学习者的个人信息 24-25 4.1.2 汉语学习自信心调查 25-26 4.1.3 目标需求调查结果 26 4.1.4 学生学习汉语的自我评价 26-27 4.1.5 汉语专业教材中的问题 27-29 4.1.6 汉语专业教学措施问题调查 29-32 4.1.7 汉语专业评估中的问题 32-33 4.2 讨论 33-42 4.2.1 汉语专业教材的需求略论 33-37 4.2.2 汉语专业教学措施的需求略论 37-40 4.2.3 汉语专业评估体系的需求略论 40-42 5 结语 42-46 5.1 主要发现 42 5.2 探讨启示 42-44 5.2.1 加强汉语专业教材建设 42-43 5.2.2 建立以学生为中心的教学模式 43-44 5.2.3 构建科学合理的课程体系和内容 44 5.3 探讨局限 44-46 致谢 46-47 参考文献 47-50 附录 50-54 附录1 调查问卷 50-54 附录2 访谈提纲 54 |
