汉语国际教育中学生合作学习模式的实证探讨一以泰国美赛高级中学为例An empirical study on the model of cooperative learning in Chinese International Education: a case study of the senior middle school in 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。） 泰国的汉语教授教养规模广、范围年夜，汉语曾经成了泰国的第二年夜外语。笔者经由过程查询拜访问卷剖析得出在泰国汉语国际教导中，先生焦炙度偏高、教室介入度不敷，再加上课时量无限、课后缺少汉语语境，泰国的汉语教授教养面对着许多艰苦。特殊是在汉语辞汇教授教养中，因为进修内容绝对死板，先生极易掉去进修兴致，进修后果广泛较差。为了战胜这些艰苦，笔者在教授教养进程中采取了协作进修形式这一教授教养战略。协作进修形式强调先生经由过程异质小组协作进修，完成进修目的。较之传统教授教养办法，协作进修形式更强调先生的主体性、先生之间的协作和小组集团目的的完成。经由过程运用协作形式这一教授教养战略，可以很年夜水平的减低先生的焦炙度，进步先生的教室介入度。经由过程小组协作进修，泰语论文网站，泰语论文题目，也把汉语进修从教室上延长到了教室外，必定水平上处理了课时量无限，课后缺少语境的成绩。本文经由过程笔者的现实教授教养阅历，在实证研究的基本上，经由过程统计先生的测试成就，证明了协作进修形式对海内先生汉语成就的进步有积极的感化，并证明该教授教养战略可以极年夜地进步海内先生汉语语音和汉字书写的程度。经由过程统计查询拜访问卷的数据，证实在汉语国际教导中实行协作进修形式可以加重先生的教室焦炙度，进步先生的进修积极性和教室介入度，从而有用地进步先生的汉语程度。别的，笔者依据在泰国采取协作进修形式教授教养的阅历，总结出协作进修形式在教授教养中要做好后期分组、教室帮助和监控、进修后检测评价三年夜步调，并器具体的教授教养案例对组织教授教养进程加以具体论述，以期可以或许对往后泰国的汉语国际教导起到必定的赞助感化。 Abstract: Chinese teaching in Thailand, a wide range of large scale, Chinese has become Thailand's second largest foreign language. The author through the process of query visit questionnaire analysis in teaching Chinese in Thailand International, Mr. anxiety degree is high, the classroom intervention degree does not apply, and class unlimited, after missing the context of Chinese and Thai Chinese teaching facing many difficulties. Especially in Chinese speech vocabulary teaching, because learning content is absolutely rigid, Mr. easily off the to study interest, study the consequences of widespread poor. In order to overcome these hardships, I take the form of cooperative learning this teaching strategy in teaching process. Collaborative learning in the form of a heterogeneous group through the process of learning, to complete the purpose of learning. Compared with the traditional teaching approach, cooperative learning form is more emphasis on collaboration and group between Mr. subjectivity, Mr.. Through the process of collaborative application forms to the teaching strategy, is the eve of the level of reduced Mr. anxiety degree and progress of Mr. classroom involvement. Through the process of group collaborative learning, learning Chinese in the classroom was extended to outside the classroom must level processing the amount of hours of unlimited class, lack of contextual performance. The through the practical teaching experience, in the empirical research on the basis of the, through the statistical process of Mr. achievement test. It is proved that the cooperative learning in the form of overseas students of Chinese achievement progress has positive effect, and prove that the teaching strategy can greatly improve the degree of overseas students of Chinese speech and writing. Through the process of statistical investigation questionnaire data and confirmed in Chinese International Education in the implementation of cooperative learning forms can aggravate Mr. classroom anxiety degree, progress, learning motivation and classroom participation, thus effectively progress level of Chinese students. Other, according to the author in Thailand take cooperative learning style teaching experience, summed up the cooperative learning forms in teaching to do late packet and classroom assistance and monitoring and learning after inspection and evaluation of three of the eve of the pace, and the specific teaching cases to the organization to teach teach parenting process to be specifically addressed, to perhaps the future Thailand International Chinese teaching to certain sponsorship effect. 目录: 擒要 3-4 Abstract 4-5 1、绪论 8-14 1.1 探讨背景 8-9 1.2 选题价值 9-10 1.3 对于合作学习模式的相关理论 10-14 1.3.1 合作学习模式的定义 10 1.3.2 合作学习模式的理论基础 10-11 1.3.3 合作学习模式在汉语作为第二语言教学中的相关理论 11-12 1.3.4 合作学习模式的实施形式 12-14 2、教学实证探讨 14-28 2.1 美赛高级中学汉语教学情况略论 14-15 2.1.1 学生 14 2.1.2 学习材料 14-15 2.1.3 学习背景 15 2.2 探讨目的 15-16 2.2.1 证实合作学习模式的积极影响 15-16 2.2.2 考察合作学习模式关于汉语语音和汉字书写的作用 16 2.2.3 论述合作学习模式的具体实施形式 16 2.3 探讨对象 16-17 2.3.1 总体概述 16 2.3.2 受试概述 16-17 2.4 调查探讨措施 17-19 2.4.1 文献探讨法 17 2.4.2 观察访谈法 17 2.4.3 资料统计略论法 17-18 2.4.4 问卷调查法 18-19 2.5 实证探讨简述 19-27 2.5.1 前期准备 19-22 2.5.2 探讨概述 22-23 2.5.3 探讨结果描述略论 23-26 2.5.4 小结 26-27 2.6 自评 27-28 3、合作学习模式在泰国汉语教学的具体应用 28-35 3.1 操作步骤 28-29 3.1.1 前期准备 28 3.1.2 组织学生合作学习完成任务 28-29 3.1.3 学习后检测及评估 29 3.2 教学实例 29-33 3.2.1 合作学习模式的教学实例一 29-31 3.2.2 合作学习模式的教学实例二 31-33 3.2.3 教学实例小结 33 3.3 教学中的注意事项 33-35 3.3.1 分组模式 33-34 3.3.2 话语霸权 34 3.3.3 评估检测 34-35 4、合作学习模式在泰国汉语教学中的展望 35-36 附录 36-46 1、附录1：学生基本情况统计表(样表) 36-37 2、附录2：全年级汉语学习情况调查问卷(中文版) 37-38 3、附录3：全年级汉语学习情况调查问卷(泰语版) 38-39 4、附录4：实验班汉语课学习情况调查问卷(中文版) 39-40 5、附录5：实验班汉语课学习情况调查问卷(泰语版) 40-41 6、教学实例1教案 41-43 7、教学实例2教案 43-46 参考文献 46-48 致谢 48 |
