对外汉语教学中情景教学法的实践与思考 - 以泰国攀牙府DeeBuk中学的汉语教学为例Practice and thinking of situational teaching method in the teaching of Chinese as a foreign language -- a case study of the Chinese teaching in the DeeBuk Middle School of 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。） 情形教授教养法(Situational Method),从20世纪60年月开端曾经为英国的外语教授教养界所采取,到现在,曾经被普遍地运用到对外汉语的教授教养中。同传统教授教养法比拟,情形教授教养法除强调教授教养生控制说话构造外,加倍重视才能的控制和在情形中习得说话,先生可以在教员创设的教授教养情形中,自动控制说话、进修说话,进而可以或许运用到现实生涯中去。在对外汉语教室中,运用情形教授教养法停止教授教养,一方面有益用造就先生的感知才能,另外一方面可让先生自动习得说话,造就外交才能。本文就情形教授教养法睁开商量,引见了该实际的界说和在理论中的运用,除此以外,别的引见了几种与之相干的实行办法,例如：设置主题、设置义务、互动战略,这几种办法都无情景教授教养中的“情形”有着亲密的接洽,教员经由过程创设情形,然后运用教授教养法去传授说话。而每一个实际的之间也不是孤掌难鸣的,是可以联合运用的。在现实操作中,本文重点引见了主题式教授教养法的概念与理论情形,对外汉语教授教养的自己是为了传授说话从而使先生能将其运用到现实生涯中,所以在教授教养进程中,教员设定主题,创设语境,进而停止教授教养,目标是在于造就先生的外交才能,增进说话的习得。本文依据实际和本身的理论经历,总结了一系列的教授教养案例,剖析了教室内容设定的准绳和教员的行动,目标在于使情境教授教养法和相干实际可以或许被愈来愈多的人运用到现实的教授教养进程中去。文中经由过程引见泰国攀牙府DeeBuk中学的汉语教授教养配景、师资情形和先生情形,和教员联合分歧的教授教养法,来赞助先生更好地进修汉语。文中从实际和理论两个层面来剖析情形教授教养法的运用,摸索其可行性,构建了情形教授教养法和相干实际在教室教授教养理论中的分歧环节。 Abstract: Case teaching method (Situational Method), from twentieth Century 60 years beginning once breeding field of language by British Professor, until now, has been widely applied to foreign language teaching. Compared with the traditional teaching method, in addition to the emphasis of teaching students to speak structure teaching case control method, to control and to pay particular attention to the situation in the acquisition of speech, Mr. in the creation of the teaching situation of teachers, automatic control talk, learning to speak, then can be applied to real life to. In the foreign language classroom teaching method, application to stop teaching, on the one hand, good for creating Mr. perception in order to, on the other hand can let Mr automatically learned to speak, creating diplomatic skills. The case teaching method open discussion, introduces the actual definition and application in theory. In addition, additionally introduced several and coherent implementation measures, such as setting a theme, set the obligation, strategic interaction, these methods no scene teach raised the case of "has a close contact, teachers through the creation of scenarios is then applied teaching method to teach to speak. Between every practical nor can be combined cannot clap with one hand, the. In practice, this paper introduces the concept of thematic teaching method and theory, foreign language teaching is to teach yourself to speak so that students can apply it to real life, so in the teaching process, the teacher set the theme, creating context, and the teaching goal is to stop, that makes Mr. foreign talent, promote the acquisition of speech. According to the practical experience and theory itself, summed up a series of case teaching, analyzes the principles and contents of teacher classroom setting action, aimed at making the situational teaching method and practical application of coherence can perhaps be more and more people to the reality of the teaching process. The Chinese teaching background, through the introduction of Thailand DeeBuk middle school teachers in the Phang Nga and MR, and teaching method of teachers with differences, to sponsor better learning chinese. The application of case teaching method to analyze from two aspects of the theory and practice in this paper, explore its feasibility, constructs the case teaching method in the classroom teaching practice and coherent theory in different links. 目录: 摘要 3-4 Abstract 4-5 一、绪论 8-13 (一) 探讨背景 8 (二) 选题意义 8-9 (三) 相关探讨成果综述 9-12 1. 情景教学法的理论基础 9-11 2. 国内外情景教学法的发展近况 11-12 (四) 探讨措施 12-13 二、情景教学法的理论与实践 13-21 (一) 泰国攀牙府DeeBuk中学的汉语教学概况 13-15 1. 学生情况 13-14 2. 师资力量 14-15 (二) 情景教学法在对外汉语教学中的理论与实践 15-16 1. 情景教学法 15 2. 理论与实践 15-16 (三) 情景教学法的设置准则 16-21 1. 情景设置的常用措施 16-17 2. 情景教学内容设定的准则 17-19 3. 情景教学法的实践准则 19-21 三、情景教学法的实施准则与案例略论 21-28 (一) 播放视听材料 21-23 (二) 设置任务 23-25 (三) 加强师生之间的互动 25-28 四、情景教学法中的主题式教学 28-41 (一) 主题式教学 28 (二) 主题式教学的课堂教学结构 28-32 1. 导入主题,创设情景 29 2. 展示情景,呈现语言 29-30 3. 融入情景,反复练习 30 4. 演绎对话 30-32 (三) 主题与情景之间的联系 32 (四) 主题式教学在实际教学中的应用 32-36 (五) 主题式教学的教学成效略论 36-41 1. 主题选择 36-37 2. 内容设定 37-38 3. 教学顺序 38-39 4. 引入和互动 39-41 五、教学反思 41-43 (一) 教学的局限性 41 (二) 实际教学中遇到的一些问题 41-43 六、结语 43-44 参考文献 44-45 致谢 45 |
