数词“二”和“两”的教学设计一以泰国潘乐迪中学为例The numeral "two" and "two" teaching design in Thailand pan holiday middle school 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，泰语论文，下载原文正常，内容请直接查看目录。） 自己在泰国曼谷潘乐迪中学练习时代，在与先生交换时发明许多汉语低级程度的先生老是混杂数词“二”和“两”的用法。如：“如今二点。”“我有二笔。”等等。并且年夜多半先生发禁绝“二”字的音。在先生的书面功课中发明两者的书写也存在许多成绩，书写成绩重要涌现在“两”字的书写下面，泰语毕业论文，也有小部门先生不会书写“二”字。年夜部门先生完整不会书写“两”字，即便熟习“两”字构造的先生也有笔划缺乏或过剩的偏误。是以本文以“二”和“两”的教授教养设计为研究对象，以增进泰国中小先生对这两者的习得。教授教养设计以“二”“两”的偏误剖析为基本，重要包含：发音教授教养设计、用法教授教养设计和写法教授教养设计。为了磨练教授教养设计的现实感化，在教授教养今后对先生停止教授教养后果测试，继而停止相干实际的反思。 Abstract: Their in Bangkok, Thailand pan ledi middle school practice, in exchange with Mr. invented many Chinese lower degree of Mr. always mixed numerals "two" and "two" usage. Such as: "now two points." I have two pens." wait And most of Mr. Ban "two" word. The invention of both in written work under Mr. writing problems, writing scores important up "two" written below, there are also small department Mr. not write "two" word. Nianye sector Mr cannot write two words, even familiar with the "two" word structure, also stroke deficiency or excess of bias. This paper is based on "two" and "two" teaching design as the research object, in order to promote the Thailand small and medium-sized on both the acquisition of mr.. Design Teaching in "two", "two" error analysis as the basic and important contains: pronunciation teaching design, usage of teaching design and writing teaching design. In order to hone the instructional design of practical teaching in the future on probation, Mr. stop teaching test, then stop the coherent reflection. 目录: 摘要 3-4 Abstract 4 一、绪论 7-12 1.1 选题缘起 7 1.2 探讨意义 7 1.3 探讨近况 7-11 1.3.1 “二”和“两”的本体探讨 7-9 1.3.2 对泰汉语教学法探讨 9-11 1.4 探讨措施 11-12 二、“二”“两”的偏误略论 12-18 2.1 分类测试与结果统计 12-14 2.1.1 “二、两”的发音、用法和写法测试 12-13 2.1.2 “二、两”各类偏误结果统计 13-14 2.2 偏误原因略论 14-18 2.2.1 语音偏误原因 14-15 2.2.2 用法偏误原因 15-16 2.2.3 书写偏误原因 16-18 三、涉及的相关理论 18-22 3.1 “输入假说”对课堂环境设计的启发 18-20 3.2 “支架学习法”对课堂教学活动的启发 20-22 四、针对“二”“两”的教学设计 22-27 4.1 发音教学设计 22 4.2 用法教学设计 22-25 4.3 写法教学设计 25-27 五、教学效果测试 27-30 六、相关理论反思 30-32 6.1 “输入假说”在课堂环境中的不足 30-31 6.2 “支架学习法”在课堂环境中的不足 31-32 附录 32-33 参考文献 33-34 致谢 34 |
