中亚留学生汉语课堂教学非预设事件及应对策略研究

发布时间：2018-03-27 20:21

本文选题：对外汉语教学　切入点：非预设事件　出处：《新疆师范大学》2013年硕士论文

【摘要】：本文以生成性教学理论为基础，将中亚留学生汉语课堂教学的过程看作是一个动态的，，充满变数的过程。在“教与学”的这个课堂过程中常常会产生一些非预设事件。本文参考及借鉴了国内外其他学者的研究，并通过课堂观察、教师访谈、学生访谈以及笔者自身的教学实践来收集课堂案例，然后对这些中亚留学生汉语课堂教学中出现的非预设事件按照产生的原因进行了分类：由非教学因素产生的非预设事件和由教学主体产生的非预设事件。本文通过分析以上两大类非预设事件后指出在很多情况下这些事件都是可以转化成教学资源具有不同教学价值的。第一类非预设事件虽然与课堂教学的关联不是很大，但对于语言学习初期的汉语学习者是很优秀的教学预设资源。第二类非预设事件包含学生和教师两个主体，如果教师能够把握好学生以及自身的兴趣那么对于课程是有着事半功倍的效果，从而上出一堂“出彩”的课程来。通过对这些事件宏观和微观的把握，笔者从非预设事件的产生途径及分类着手，提出了相应的中亚留学生汉语课堂中非预设事件的对策，其中把课堂教学分为了三个阶段：教师教学机智储备阶段的策略；课堂进行阶段及教师的课后阶段的反思。其中第二和第三个阶段是课程教学的重点阶段，因此做了详细的论述提出的策略也相对详细。
[Abstract]:Based on the generative teaching theory, this paper regards the process of Chinese classroom teaching for students from Central Asia as a dynamic and variable process, and some non-presupposition events often occur in the course of "teaching and learning". This paper refers to and draws lessons from other scholars at home and abroad, and collects classroom cases through classroom observation, teacher interviews, student interviews and the author's own teaching practice. Then the author classifies the non-presupposition events in the Chinese classroom teaching of the Central Asian students according to the causes: the non-presupposition events caused by the non-teaching factors and the non-presupposition events produced by the teaching subjects. After analyzing the above two kinds of non-presupposition events, this paper points out that in many cases, these events can be transformed into teaching resources with different teaching values. The first kind of non-presupposition events is not closely related to classroom teaching. However, Chinese learners at the beginning of language learning are excellent teaching presupposition resources. The second kind of non-presupposition events include students and teachers. If the teacher can grasp the students and their own interests, then the course has twice the result with half the effort, so as to create a "brilliant" curriculum. Based on the macro and micro view of these events, the author puts forward the corresponding countermeasures of non-presupposition events in the Chinese language classroom of the students from Central Asia from the perspective of the emergence and classification of non-presupposition events. Among them, the classroom teaching is divided into three stages: the strategy of the teacher's teaching witty reserve stage, the reflection of the classroom proceeding stage and the teacher's after-class stage, among which the second and the third stage are the key stages of the course teaching. Therefore, the detailed discussion of the proposed strategy is also relatively detailed.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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