泰国零起点高中生汉语拼音教学实例探究

发布时间：2018-04-05 14:02

本文选题：认知理论　切入点：泰国高中生　出处：《吉林大学》2012年硕士论文

【摘要】：汉语拼音是对外汉语教学必不可少的工具，对它的学习与掌握会伴随着国际汉语学习的整个过程。对零基础的汉语学习者来说，只有学好了汉语拼音，，才能在以后词汇、语法、乃至篇章的学习中游刃有余。同时，汉语拼音的教学也是每个国际汉语教师首先要面临的挑战。汉语教师只有以掌握的汉语拼音知识为蓝本，按照自己的教学方式，将汉语拼音知识重新编排、加工处理来适应所应对学习者的实际情况，才能满足不同学习者的实际学习需求。在赴泰汉语志愿者的教学工作中，面对汉语零基础的泰国高中生最初的汉语拼音的教学，很多志愿者教师是一筹莫展。在面对汉语零基础的泰国学生和泰语知之甚少的我们自己，如何让学生理解汉语的宏观构成、如何让学生能理解教师所要表达的意思、如何把教师所掌握的知识顺畅的传授给学生、如何最大程度激发学习者的兴趣、抵消他们对汉语难的错误理解，都是对外汉语教师一直在思考和探索答案的问题。本文就是结合笔者在泰国针对汉语零基础的高中生拼音教学实践经历，展开的对外汉语拼音教学实例设计的探究。目的在于和更多的赴泰汉语教师分享拼音教学中存在的问题以及解决办法。本文包括五个部分，各个部分的内容大致如下：第一章绪论部分，介绍了本文在什么样的背景下形成，列出前人学者的研究成果和现状，并结合前人学者研究成果指出本文的研究目的与意义。第二章是本文教案实例探究中很多教学方法运用的理论依据。本章从教学对象本体特点研究着手，分析泰国高中生学习外语和第二外语的认知特点和学习动机等情况，为笔者论文主体的课程设计提供有针对性的教学依据。第三章是本文的主体部分，即汉语拼音中声、韵、调及一些拼写规则的具体教学设计过程。笔者以课时为基本单位，将汉语拼音基础知识以六课时的内容全部以教案的形式呈现出来。教学设计中的内容以图表和图画呈现的方式比较多，因为本文的教学对象针对的是泰国汉语零基础的高中生们。第四章是笔者在汉语拼音教学设计中的一些创新之处及对泰汉语拼音教学的启示。本文对外汉语语音教学方面的大胆尝试和探索。目的也是希望笔者在泰的教学实践经验能为对外汉语推广事业作出一点贡献。第五章的结论部分，指出教学设计中诸多不足以及瓶颈问题。期望在越来越壮大的志愿者教师队伍中，不断涌现出解决问题的优秀教师。期待我们的对外汉语教育事业越来越成熟与规范化。
[Abstract]:Pinyin is an essential tool for teaching Chinese as a foreign language, it will be accompanied by learning and mastering the whole process of international Chinese learning. Based on zero Chinese learners, only learn pinyin, can in vocabulary, grammar, ease and even text learning. At the same time, the Chinese phonetic teaching is every international Chinese teachers must first face the challenge. The knowledge of Chinese Pinyin Chinese teachers only to master was modeled according to their own teaching style, the Chinese phonetic knowledge rearranged, processing to adapt to the actual situation to the learner, can meet the needs of different learners' actual learning needs.
In Thai of Chinese volunteers in the teaching work, the first Chinese Pinyin face zero based teaching of senior high school students in Thailand, many volunteer teachers in Thailand is nothing. Few students and Thai face Chinese zero based knowledge of our own, how to let the students understand the Chinese macro components, how to let the students understand the teacher to express the meaning, how the teachers' knowledge smoothly to teach the students, how to arouse learners' interest, to offset their mistakes are difficult to understand Chinese, foreign language teachers have been thinking and exploration of the answer to the problem. This paper is combined with the author in Thailand for Chinese zero based students Pinyin the teaching practice experience, designed to explore Chinese Pinyin teaching examples. The purpose and more Thai of Chinese teachers share the Pinyin teaching. Problems and solutions.
This article includes five parts, and the contents of each part are as follows:
The first chapter is the introduction part, which introduces the background of this article, lists the research achievements and current situation of previous scholars, and points out the purpose and significance of this study combined with previous research results.
The second chapter is the theoretical basis of using many teaching methods of this paper plan instance. This chapter is from the teaching object characteristic research to analysis the foreign language learning and second language of Thailand high school students' cognitive characteristics and learning motivation, curriculum design for the main body of the thesis provide targeted teaching basis.
The third chapter is the main part of this paper, namely Chinese phonetic sound, rhyme, tone and spelling rules of specific teaching design process. Taking the class as the basic unit, the basic knowledge of Chinese Pinyin in six hours all the content to teaching form. More teaching design content to charts and pictures showing in this way, because the teaching object is for Thailand Chinese zero based high school students.
The fourth chapter is some innovation in Chinese Pinyin teaching in the design of the author and Its Enlightenment to Thai Chinese Pinyin teaching. This bold attempt and exploration of Chinese pronunciation teaching. The purpose is to hope I can make a contribution for the popularization of Chinese in Thailand teaching experience.
The conclusion of the fifth chapter points out that there are many shortcomings and bottlenecks in teaching design. It is expected that in the growing number of volunteer teachers, outstanding teachers will emerge. It is expected that our teaching of Chinese as a foreign language will become more mature and standardized.

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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