语用学视野下的口语交际课程内容研究
发布时间：2018-11-07 08:25
【摘要】：《义务教育语文课程标准(2011年版)》(以下称为“新课标”)的总体目标与内容中对口语交际的描述是“学会倾听、表达与交流,初步学会运用口头语言文明地进行人际沟通和社会交往。”《普通高中语文课程标准(实验稿)》的课程基本理念中提到“要使学生掌握语言交际的规范和基本能力,……”由此,我们可以看出对学生的口语交际能力的重视。交际化口语运用规则的理解和把握是培养学生口语交际能力的关键。“新课标”中口语交际相关内容的表述只是一个宏观层面的引导,至于交际时语言的规范标准及怎样进行人际沟通和交往,则没有详细的说明。从达到学会交际的要求至学生会交际中间的过渡段属于空白,即口语交际课程和教学内容的不确定性及评价体系的空白,使我们广大老师们在教授口语交际时问题丛生。本论文主要从语用学的理论视角试图为当下口语交际存在的问题提供一个可靠的理论基础和可行的路径方案。具体内容如下：第1章,绪论部分主要是对该研究的相关背景资料进行的梳理,并陈述问题提出的意义。第2章,首先指出我国口语交际课程内容方面存在的问题和不足,并对语用学相关的理论发展进行梳理,在此基础上阐述语用学对于口语交际课程内容和实施策略重建的意义。第3章,关于口语交际的理论知识阐述。主要介绍的是基于语用学的理论视角对口语交际运行的要素进行分析,构建口语交际运行模式图。另外对口语交际的礼貌、合作和话语规则的选择等语用原则进行详细解读。第4章,本章节的主要内容是对口语交际课程内容进行建构,也是论文的核心部分和创新之处,解决的是口语交际课堂教学“教什么”的问题。这一部分在借鉴澳大利亚维多利亚州课程标准的基础上,基于口语交际的运行影响因素为指标展开的口语交际课程内容框架建构。第5章,这一章节是针对口语交际课堂教学建议内容展开论述,具体包括口语交际的话题选择、交际语境课程化设置和怎样做到交际对话真实有效的问题。文中最后对课堂教学的一些常见错误案例进行部分列举、分析。附录,整理了新课程标准中关于口语交际的相关表述和教材中口语交际内容编排,并列举和分析了基于语用学的口语交际现实生活和课堂教学中的优秀案例,力图为我们广大教师们提供一些有价值、可参考的教学资源进而更好的开展口语交际课堂教学。
[Abstract]:The general goal and content of the Chinese Curriculum Standard for compulsory Education (2011 edition) (hereinafter referred to as the "New Curriculum Standard") is to "learn to listen, express and communicate". Learn to use oral language to conduct interpersonal and social communication in a civilized way. "in the basic concept of the course of the Chinese Curriculum Standard for General Senior High School (Experimental draft)", it is mentioned that "it is necessary for students to master the norms and basic abilities of language communication." Therefore, we can see the importance of students' oral communication ability. Understanding and grasping the rules of communicative oral communication is the key to cultivate students' oral communicative competence. The expression of the related contents of oral communication in the New Curriculum Standard is only a macro-level guide, but there is no detailed explanation of the standard of language in communication and how to communicate with each other. The transition from meeting the requirements of learning communication to the middle of students' communication is a blank, that is, the uncertainty of the course and teaching content of oral communication and the blank of evaluation system, which makes our teachers have a lot of problems in teaching oral communication. From the perspective of pragmatics, this thesis attempts to provide a reliable theoretical basis and feasible path scheme for the problems existing in oral communication. The specific contents are as follows: chapter 1, the introduction part is mainly to comb the relevant background data of the study, and to state the significance of the question raised. The second chapter first points out the problems and deficiencies in the content of oral communication curriculum in China, and combs the relevant theoretical development of pragmatics, and then expounds the significance of pragmatics in the reconstruction of the curriculum content and implementation strategy of oral communication. Chapter 3, the theory of oral communication. This paper mainly introduces the analysis of the elements of oral communication from the perspective of pragmatics, and constructs the pattern of oral communication. In addition, the pragmatic principles of oral communication, such as politeness, cooperation and choice of discourse rules, are explained in detail. In chapter 4, the main content of this chapter is to construct the course content of oral communication, which is also the core part and innovation of the thesis, which solves the problem of "what to teach" in the classroom teaching of oral communication. On the basis of using the Victorian curriculum standard for reference, this part constructs the content framework of oral communication curriculum based on the operational influencing factors of oral communication. In Chapter 5, this chapter is aimed at the teaching suggestion of oral communication, including the topic selection of oral communication, the curriculum of communicative context and the problem of how to achieve the real and effective communication dialogue. In the end, some common mistakes in classroom teaching are listed and analyzed. In the appendix, the author arranges the relevant expressions of oral communication in the new curriculum standard and the content arrangement of oral communication in the textbook, and enumerates and analyzes the outstanding cases of real life and classroom teaching in oral communication based on pragmatics. Try to provide some valuable and referential teaching resources for our teachers, and then better develop oral communication classroom teaching.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2315772
[Abstract]:The general goal and content of the Chinese Curriculum Standard for compulsory Education (2011 edition) (hereinafter referred to as the "New Curriculum Standard") is to "learn to listen, express and communicate". Learn to use oral language to conduct interpersonal and social communication in a civilized way. "in the basic concept of the course of the Chinese Curriculum Standard for General Senior High School (Experimental draft)", it is mentioned that "it is necessary for students to master the norms and basic abilities of language communication." Therefore, we can see the importance of students' oral communication ability. Understanding and grasping the rules of communicative oral communication is the key to cultivate students' oral communicative competence. The expression of the related contents of oral communication in the New Curriculum Standard is only a macro-level guide, but there is no detailed explanation of the standard of language in communication and how to communicate with each other. The transition from meeting the requirements of learning communication to the middle of students' communication is a blank, that is, the uncertainty of the course and teaching content of oral communication and the blank of evaluation system, which makes our teachers have a lot of problems in teaching oral communication. From the perspective of pragmatics, this thesis attempts to provide a reliable theoretical basis and feasible path scheme for the problems existing in oral communication. The specific contents are as follows: chapter 1, the introduction part is mainly to comb the relevant background data of the study, and to state the significance of the question raised. The second chapter first points out the problems and deficiencies in the content of oral communication curriculum in China, and combs the relevant theoretical development of pragmatics, and then expounds the significance of pragmatics in the reconstruction of the curriculum content and implementation strategy of oral communication. Chapter 3, the theory of oral communication. This paper mainly introduces the analysis of the elements of oral communication from the perspective of pragmatics, and constructs the pattern of oral communication. In addition, the pragmatic principles of oral communication, such as politeness, cooperation and choice of discourse rules, are explained in detail. In chapter 4, the main content of this chapter is to construct the course content of oral communication, which is also the core part and innovation of the thesis, which solves the problem of "what to teach" in the classroom teaching of oral communication. On the basis of using the Victorian curriculum standard for reference, this part constructs the content framework of oral communication curriculum based on the operational influencing factors of oral communication. In Chapter 5, this chapter is aimed at the teaching suggestion of oral communication, including the topic selection of oral communication, the curriculum of communicative context and the problem of how to achieve the real and effective communication dialogue. In the end, some common mistakes in classroom teaching are listed and analyzed. In the appendix, the author arranges the relevant expressions of oral communication in the new curriculum standard and the content arrangement of oral communication in the textbook, and enumerates and analyzes the outstanding cases of real life and classroom teaching in oral communication based on pragmatics. Try to provide some valuable and referential teaching resources for our teachers, and then better develop oral communication classroom teaching.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
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