高级阶段留学生汉语进阶写作教学及教案设计

发布时间：2019-05-13 23:52

【摘要】：汉语写作既难学也难教。对于学生,写作综合了词汇、语法、篇章等方面的知识,是体现语言综合运用能力的难度最大的一项技能。对于教师,教学内容涉及面广、课时少、课堂活动不易组织,教学难度大。对外汉语写作教学,主要就是帮助学生运用所学的汉语知识,排除母语的干扰,能够准确、生动地表达内容和思想。写作是一个进阶的过程,对于没有进行过汉语写作或者很少进行汉语写作的留学生来说,从句子到段落再到语篇的进阶练习,无论是从人的认识规律还是学生第二语言习得规律都是很有必要的。高级阶段的留学生,虽然有了一定的汉语基础,但是要一口气完成整篇文章的写作,还是会出现各种偏误。为解决留学生的这个难题,本文提出了“汉语进阶写作教学法”,在完成篇章写作的任务时,进行分阶段的、阶梯式的、由浅入深的分为由句到段、由段到篇的渐进式“进阶写作训练”,将会对留学生的写作有很大的帮助,文章具体内容如下：首先,介绍了选择这个题目的理由和意义、研究对象和研究方法。其次,在总结前人研究成果的基础上,对与进阶写作教学相关的几种写作教学方法进行了简单的介绍,包括结果教学法、过程教学法、体裁法、过程体裁法以及“分阶段教学法”,然后介绍了留学生汉语进阶写作教学的缘起和设想,最后较完整的介绍了什么是进阶写作教学。再次,本文依据湖南师范大学高级阶段留学生的作文、北京语言大学和暨南大学中介语语料库的部分语料以及一部分南开大学汉语言文化学院进修生高级班的写作课考试试卷,从句子、语段、篇章三个阶段来分析在进阶写作教学中学生应该注意的偏误,再针对这些偏误设置相关的练习进行教学。最后,本文对前面提出的进阶写作教学进行了三个课时的教案设计,并把这个设计用于实践,对高级阶段的亚洲留学生进行了教学,并请其他老师到堂听课,对在实践过程中的教师、学生的反应进行相关的记录。在三个课时上完之后,授课老师针对上课情况做一个教学反思；对学生做了一个关于教学时间分布、教学效果评价的调查,并对这些调查结果进行统计和分析；另外,对听课老师的意见和反馈做一个总结,在上完课之后,和其他听课老师一起进行讨论,对好的、不好的环节设计和在实际操作中应该注意的细节问题以及学生的反应进行分析,好的方面继续保持,不好的方面再继续改进。文章的末尾对进阶写作教学这种教学模式以及具体实践操作中的问题进行总结,总结一些不足的地方和有待改进的地方。
[Abstract]:Chinese writing is difficult to learn and teach. For students, writing integrates vocabulary, grammar, text and other knowledge, and is one of the most difficult skills to reflect the comprehensive use of language. For teachers, the teaching content is wide, the class hours are few, the classroom activities are not easy to organize, and the teaching is difficult. The teaching of writing as a foreign language is mainly to help students use the Chinese knowledge they have learned, eliminate the interference of their mother tongue, and express their contents and ideas accurately and vividly. Writing is an advanced process. For foreign students who have not written in Chinese or rarely write in Chinese, from sentence to paragraph to text, It is necessary both from the law of human cognition and from the law of students' second language acquisition. Although the advanced foreign students have a certain Chinese foundation, there will still be all kinds of errors in order to complete the writing of the whole article in one breath. In order to solve this problem of foreign students, this paper puts forward the "Chinese Advanced Writing Teaching method". When completing the task of text writing, it is divided into two parts: from sentence to paragraph, step by step, from shallow to deep. The progressive "advanced writing training" from paragraph to article will be of great help to the writing of foreign students. The specific contents of the article are as follows: first of all, it introduces the reason and significance of choosing this topic, the research object and the research method. Secondly, on the basis of summing up the previous research results, this paper briefly introduces several writing teaching methods related to advanced writing teaching, including result teaching method, process teaching method and style method. The process style method and the "phased teaching method" are introduced, and then the origin and assumption of the Chinese advanced writing teaching for foreign students are introduced, and finally, what is the advanced writing teaching is completely introduced. Thirdly, this paper is based on the composition of the advanced students in Hunan normal University, some corpus of the interlanguage corpus of Beijing language University and Jinan University, and the writing examination papers of some advanced students in the School of Chinese language and Culture of Nankai University. This paper analyzes the errors that students should pay attention to in the teaching of advanced writing from three stages: sentence, paragraph and text, and then carries on the teaching according to the practice of setting these errors. Finally, this paper designs the teaching plan of the advanced writing teaching for three hours, and applies this design to practice, teaches the Asian students in the advanced stage, and invites other teachers to attend the class. Record the reactions of teachers and students in the process of practice. After three class hours, the teacher makes a teaching reflection on the class situation, makes a survey on the distribution of teaching time and the evaluation of teaching effect, and makes statistics and analysis on the results of these surveys. In addition, make a summary of the comments and feedback of the listening teachers, and discuss them with other listening teachers after the class. The bad link design and the details that should be paid attention to in the actual operation as well as the students' reaction are analyzed. The good aspects continue to be maintained and the bad aspects continue to improve. At the end of the paper, the teaching mode of advanced writing teaching and the problems in practical operation are summarized, and some shortcomings and areas to be improved are summarized.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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