基于第二语言习得理论的泰国初级汉语课堂教学探讨 - 以曼谷市Pibool Upphatam中学教学实践为例Based on the theory of second language acquisition in Thailand primary Chinese Language Classroom Teaching -- a case study of Upphatam Pibool middle school in Bangkok 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，跟着中国综合实力赓续加强，泰语论文范文，全球列国对进修汉说话及华文化的兴致日趋浓重，再加上我国逐年增年夜向全球推行汉语及华文化的力度，列国当局逐步认识到年夜范围展开汉语课程及遴派进修者赴中国停止交换与进修运动对促进与中国友爱来往的主要性。世界各地进修汉语的人数激增，全球109个国度，3000多所院校已接踵开设汉语课程。教授教养实证研究逐步请求汉语教员须要针对进修者的年纪条理、汉语程度、国籍配景等方面组织高效的教室教授教养运动。第二说话习得研究现在作为一门自力的学科在全球规模内掀起热闹的研究和商量，其相干研究结果在指点教室教授教养方面也施展了必定的感化。本研究将从以下五个部门逐层阐述：第一部门，绪论；综合地引见选题的启事及配景，在剖析今朝相干研究文献的基本上运用详细研究办法肯定选题终究研究目标，论述选题意义。第二部门，基本实际研究；该部门对第二说话习得有关实际和教室教授教养相干研究状态停止综述，并从具有争议的实际着手确立选题商量的偏向。第三部门，二语习得与教室教授教养关系研究；这部门以泰国教授教养理论为研究对象，重点研讨第二说话习得实际在哪些方面和又是若何作用教室教授教养的。第四部门，泰国教室教授教养形式剖析。这部门在剖析泰国教授教养现状基本上从综合课和浏览课的教授教养中不雅察、总结并商量合适初高中低级程度的教室教授教养设计。第五部门，实际对教授教养的启发；对选题论点及启发进一步总结和剖析，泰语论文题目，针对上述四部门的研究提出教授教养建议及对策。 Abstract: In recent years, follow China's comprehensive strength continuously strengthen, global countries of the learning interest of the Han language and Chinese culture becomes more and more strong, coupled with China's increased year by year the eve of promoting the efforts of Chinese and Chinese culture to the world, governments of many countries have gradually realized large-scale expansion of Chinese curriculum and Lin school learning trip to China to stop exchange and study movement to promote in dealing with China friendship. People around the world to study Chinese in 109 countries worldwide, more than 3000 colleges and universities have been offering Chinese courses. An empirical study of teaching Chinese teacher need to gradually request learners age structured, Chinese level, nationality background etc. the classroom teaching effective parenting movement. Second speak now as an independent acquisition research subject on a global scale a lively discussion and discuss the relevant research results in the guidance of classroom teaching also play a certain role. This study will be from the following five departments by describe: the first part exordium, comprehensive introduction selected topic reason and background, in the analysis of current literature research basically application with research methods must be selected after all the purpose of the study, it explains the significance of topic coherence. The second department, the Department of basic theory; second language acquisition and teaching practical classroom education about the relevant research status were reviewed, and the controversial topics to discuss the establishment of the actual start bias. The third sector, second language acquisition and classroom teaching research; this sector in Thailand teaching theory as the research object, focusing on the second language acquisition in what aspects and how to affect the classroom teaching of the. The fourth sector analysis, Thailand classroom teaching form. The Department on the analysis of the teaching situation in Thailand basically and browsing class teaching observations, and to summarize and discuss the suitable initial lower high school degree of classroom teaching design from a comprehensive course. The fifth sector, the actual inspiration for teaching; the arguments and inspiration to further summarize and analyze the topic for discussion, the four departments put forward teaching suggestions and countermeasures. 目录: 摘要 4-5 Abstract 5 一、 绪论 8-13 （一） 选题背景及缘由 8-9 （二） 文献综述 9-11 （三） 探讨内容与措施 11-12 （四） 探讨目标与意义 12-13 二、 基础理论及探讨 13-19 （一） 第二语言习得理论探讨 13-17 1 第二语言习得理论、模式与假说 13-15 2 探讨近况及特点 15-17 （二） 课堂教学理论探讨 17-19 1 课堂教学理论概述 17-18 2 探讨近况及特点 18-19 三、 泰国汉语课堂与第二语言习得理论关系实例探讨 19-37 （一） 课堂教学与第二语言习得理论关系综述 19-20 （二） 汉语课堂中的第二语言习得理轮运用探讨 20-37 1 课堂教学与 Krashen 的“输入假说” 20-32 2 课堂环境与习得环境 32-34 3 学习者动力与“文化适应假说” 34-37 四、 泰国初高中汉语课堂教学模式略论--以曼谷市 Pibool 中学为例 37-50 （一） 泰国汉语课堂近况略论 37-40 1 课程设置 37-38 2 师资近况 38-39 3 教材及资源情况 39 4 学生特点 39-40 5 典型特征及问题 40 （二） 课堂教学失误略论 40-42 1 教师教学失误 41 2 语言文化异同 41 3 教学资源匮乏 41-42 （三） 泰国汉语课堂教学模式教案设计 42-50 1 初二综合课教案设计 42-45 2 高二阅读课教案设计 45-50 五、 第二语言习得理论对课堂教学的启示 50-55 （一） 提高教师综合教学水平及能力 50-52 1 提高教师理论水平 50-51 2 完善与改进教学过程 51 3 丰富教学措施 51-52 （二） 塑造个性化课堂 52-54 1 提高“语言输入”质量 52 2 尊重与重视学生情感需求 52-53 3 营造良好课堂环境 53-54 （三） 增强教师教学“软实力” 54-55 1 增强自身文化建设，注重学生跨文化交际能力培养 54 2 增强教师个人魅力及亲和力 54-55 结语 55-56 参考文献 56-58 致谢 58-59 |
