浅谈泰国中学生汉语课堂教学设计中的文化导入一以Watcharawittaya School汉语必修班的课堂教学为例A discussion on the culture of the middle school students' Chinese teaching design in the design of Chinese language teaching in Thailand -- a case study of School Watcharawittaya 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。） 因为在泰华人的作用，中国文明对泰国文明有着深远作用，而汉语说话的教授教养是弗成能离开文明的教授教养而孤立存在。近年，跟着泰国教导部对汉语教授教养的看重，泰国的汉语教授教养不再只是在华校展开，而是涌现了在年夜、中、小学遍地开花的新局势。若何激起先生进修汉语的热忱，进步汉语教授教养质量，成了一个主要的课题。本论文就试图经由过程对泰国中先生的汉语教室教授教养设计中文明导入环节停止研究，经由过程理论总结出若干海内非目标语情况中汉语卓有成效的教授教养办法，而且增强了汉语教授教养设计中的教授教养进程的完全性研究，泰语论文题目，包含课前预备、先生特点剖析、教室帮助教授教养运动、教授教养步调、教授教养反思等。从理论中取得的一手反应材料中，提出本身有针对性的感性思虑，到达将汉语及汉语中储藏的文明常识都很好的引见给先生的目标。全文分为五年夜部门，第一部门为媒介，重要引见该教授教养设计的实际基本、文明导入的主要性和理论的意义和目标；第二部门为教授教养设计的配景剖析，包含进修者、教材、重难点的剖析；第三部门和第四部门是论文的主体部门，重要引见教授教养设计的详细计划和理论成果。经由过程详细教授教养设计计划的设计及获得的反应，总结出计划中值得倡导的办法和须要改良的缺乏的地方；第五部门为全文的小结。论文试图经由过程对泰国甘烹碧府Watcharawittaya School的汉语教授教养的详细研究，将针对性的微型研究，推行到泰国的中学汉语教室上，做到特别性到广泛性的转化。别的，从对教授教养纪律的实证性研究方面上说，作者将研究生阶段所学实际常识一教授教养设计及文明导入相干常识在现实教授教养中加以应用，泰语论文网站，做到了实际和现实相接洽，互相增进。 Abstract: Because in the Taihua, Chinese civilization of Thai culture has a profound influence, and Chinese speaking teaching is Eph into can leave the teaching of civilization and isolated existence. In recent years, along with Thailand Teaching Department of Chinese teaching value, Thailand Chinese teaching is no longer just in Chinese school expansion, but the emergence of the in the new situation of big, medium, elementary school everywhere. How to stimulate students learning Chinese enthusiasm, progress of Chinese teaching quality, has become a major issue. This thesis tries to through civilization introducing link in process of Thai students Chinese classroom teaching design research, through the theory summarizes several Haineifei target language situation of Chinese effective teaching methods, and enhance the Chinese teaching design in the teaching process of the complete research, contains before class preparation, Mr. characteristics analysis, classroom help teaching activities, teaching pace, teaching reflection etc.. From the theory of reaction materials, propose targeted rational thinking to be stored in Chinese language and culture knowledge are well presented to the goal of mr.. The full text is divided into five of the eve of the Department, first as a medium, important to introduce the teaching design of the actual basic and civilization into the main and theoretical meaning and purpose; the second part is the background of teaching design analysis, including learning, teaching materials, the difficulty of analysis; the third sector and the fourth part is the main part of the thesis, important introduction teaching design of the detailed plan and theoretical results. Through the detailed design process of instructional design plan and the response, summed up the lack of the local approach is worth advocating plan and need improvement; fifth part is the conclusion of the thesis. The thesis tries to through the detailed research process of Thai kamphaeng PHET Watcharawittaya school Chinese professor of education, according to micro research, the implementation of to Thailand's high school Chinese classroom, so special to extensive transformation. Other, from the empirical research on the teaching discipline, the post-graduate stage of the practical knowledge of teaching design and civilization into the relevant knowledge to be used in the practical teaching, do the practical and realistic phase contact, mutual promotion. 目录: 摘要 3-4 Abstract 4-5 一、前言 8-12 (一) 教学设计的理论基础 8-9 1、语言教学设计的意义 8 2、汉语作为第二语言的教学设计的特点和要求 8-9 3、泰国教育部基础教育司中文教学大纲的相关要求 9 (二) 汉语课程中文化导入 9-11 1、汉语课堂教学的文化导入的界定 9-10 2、文化导入在海外汉语教学中的意义 10-11 (三) 实践意图 11 (四) 课堂教学的预期目标 11-12 二、教学设计的背景略论 12-20 (一) 泰国甘烹碧府Watcharawittaya School汉语教学发展近况 12 (二) 学习者特征略论 12-15 1、学习者的基本情况 12-13 2、学习者的一般心理机制 13-15 (三) 教材背景略论 15-18 1、《跟我学汉语》学生用书(泰语版)内容纲要 15-17 2、《体验汉语》高中版第二册内容纲要 17-18 (四) 重难点略论 18-20 1、汉语教学设计中的文化导入的重点 18-19 2、汉语教学设计中的文化导入的难点 19-20 三、教学设计的具体方案 20-25 (一) 方案一 20-22 (二) 方案二 22-25 四、实践结果 25-30 (一) 教学反馈 25-26 1、课堂参与情况 25-26 2、小组展示的比赛结果 26 (二) 教师的自我评估与理论反思 26-30 1、学习者动机激发效果 26-27 2、中学生汉语课堂教学中文化导入的引导过程问题 27-28 3、向学生进行问卷调查的形式进行汉语教学评估 28-30 五、总结 30-31 附录 31-34 参考文献 34-35 致谢 35 |
