任务型合作学习模式在泰国汉语口语教学中的运用探讨 - 以派克圣科技管理学校为例Research on the application of task based cooperative learning mode in the teaching of spoken Chinese 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。） 最近几年来，跟着中泰友情的赓续加深，两国当局愈来愈看重汉语在泰国的推行和应用。在泰“汉语热”连续升温！虽然如斯，泰国粹生汉语进修后果其实不幻想，在泰汉语教室教授教养质量也有待进步。在泰汉语教室仍着重以“教员授课为中间”的传统教授教养形式，一朝一夕，先生对汉语的进修兴致和热忱逐步降低乃至消逝。是以，以后在泰汉语先生重要义务就是剖析泰国粹生进修现状，懂得泰国粹生进修汉语的兴致和特色，充足施展先生的客观能动性，积极自动的进修汉语，摸索出一种能激起先生兴致和热忱的教室教授教养办法，进步在泰汉语教授教养质量。在第二说话教授教养中，义务教授教养和协作进修是比拟受教员喜爱的两种教授教养法，本文经由过程查阅文献材料、教室不雅察、问卷查询拜访等措施懂得两种教授教养措施在对外汉语教授教养中的教授教养情形。笔者联合泰国粹生进修特色，提出将义务型教授教养和协作进修整合优化为义务型协作进修形式并运用到汉语白话教授教养中，寻找一种合适泰国粹生进修特色的教授教养办法，以改良泰国汉语教授教养质量。本文分为五章。第一章为绪论，引见了以后在泰汉语白话教授教养配景，义务型教授教养和协作进修的国际外研究情形，该课题研究意义、内容、目标等外容。第二章重要是经由过程文献研究阐释甚么是义务型说话教授教养和协作进修和两种教授教养措施的特色，并对义务型协作进修形式下界说，从念头实际、二语习得角度摸索了新形式的实际基本。第三章对两种教授教养措施优化整合，构建义务型协作进修形式，泰语论文网站，并具体论述了该教授教养形式的根本教授教养进程。第四章为寻找义务型协作进修形式能否合适泰国汉语白话教授教养，笔者将《汉语入门》(II)作为试验教材，拔取了高二六班和十班两个平行班作为试验班和对比班。笔者在试验班运用义务型协作进修形式停止白话教授教养，在对比班不转变教授教养办法，并辅之以问卷查询拜访、教室不雅察、师生访谈、成就测试停止，然后数据搜集和整顿。经由过程一学期的理论研究，笔者得出义务型协作进修形式有益于下降先生白话进修焦炙，进步先生进修汉语的兴致和热忱，有助于构成优越的进修气氛，先生白话程度获得明显进步，同时也造就了先生的义务心和团队认识。第五章提出研究结论，指出义务型协作进修形式的长处和存在成绩，泰语论文，并针对往后持续展开这一方面的研究提出公道性的建议。 Abstract: In recent years, with the continuously deepening Sino Thai friendship between the two countries, the authorities increasingly valued the promotion and application of Chinese in Thailand. The continuous increase of the temperature in the Thai Chinese "! However, the Thailand students learning Chinese result is not ideal, in the Thai Chinese classroom teaching quality also needs to be improved. In the Thai Chinese classroom still focus to "teacher" in the middle of the traditional teaching method, overnight, Mr. of Chinese learning interest and enthusiasm gradually reduce or even disappear. Is, after in Thai and Chinese Mr. important duty is the analysis of pure Thai students learning situation, understand the mood and characteristics of Thai students learning Chinese, cast sufficient Mr.'s subjective initiative, and actively automatic learning Chinese, worked out a Mr. interest and enthusiasm of classroom teaching method can arouse and progress in Thai and Chinese Teaching quality. In the second language teaching in, the compulsory teaching and cooperative learning is relatively popular teacher's teaching method, this paper through consulting literature materials, classroom observations and questionnaire survey etc. understand teaching method in teaching Chinese as a foreign language teaching teaching situation. The author combined with Thailand pure students learning characteristics, the task-based cooperative learning form and application to in spoken Chinese teaching optimization of task-based teaching and cooperative learning integration, to find a suitable Thailand pure student learning characteristics of the teaching methods, to improve the quality of Chinese language teaching in Thailand. This paper is divided into five chapters. The first chapter is the introduction, introduced later in the Thai Chinese vernacular teaching background, task-based teaching and cooperative learning at home and abroad and the research situation, the subject research significance, content, target and other external content. In the second chapter, the important is through literature research explain what is duty type language teaching and cooperative learning and two kinds of teaching methods, characteristics, and the task-based cooperative learning formal lower bound said, from motivation, the perspective of second language acquisition to grope for the new form of actual basic. The third chapter of the two kinds of teaching methods of integration and optimization, construction of the compulsory form of cooperative learning, and discusses the teaching process of basic education teaching form. The fourth chapter for task-based cooperative learning form whether appropriate Thai Chinese spoken language teaching, the gateway to Chinese (II) as test materials, select the sophomore class six and ten classes of two parallel classes as the experimental class and the contrast class. The author in the experimental class application of Task-based cooperative learning form stop vernacular teaching. In the contrast class does not change the teaching way, and assisted with questionnaire visit, stop the classroom observations, interviews with teachers and students, achievement test, and data collection and reorganization. Through the process a term of theoretical research, the author draws the obligation of cooperative learning form beneficial to drop Mr. vernacular learning anxiety, Mr. progress Chinese learning interest and enthusiasm, to constitute a superior learning atmosphere, Mr. vernacular degree obtained obvious progress, and also make the Mr. responsibility and team awareness. The fifth chapter puts forward the conclusion of the study, pointed out that the compulsory form of cooperative learning the strengths and problems, and for the future sustainable and discuss this aspect of the proposed reasonable suggestions. 目录: |
