沉浸式汉语教学模式在泰国地区使用情况初探

发布时间：2018-12-07 06:49

【摘要】：本文基于对汉语国际推广的教学模式的思考,结合多方面调查以及笔者自身的实践经验而成。是出于笔者对美国地区沉浸式汉语教学模式成效的了解,并回顾笔者在泰国多年的任教经历,反思沉浸式汉语教学模式未能在汉语盛行的泰国学校普遍投入使用的原因这一目的进行构架。本文通过查阅资料、咨询相关人士,结合问卷调查的形式进行论述。第一章整体陈述沉浸式教学模式。内容包括沉浸式教学模式的主要理论及发展。在沉浸式教学模式的发展中,笔者又阐述了其使用来源及分类。此处需要强调的是,对于沉浸式教学模式的分类,目前笔者尚未找到相关记录。故笔者根据调查及自身实践理解,对其进行了分类。若有不妥之处,还请前辈们多多指教。第二章主要论述沉浸式汉语教学模式的使用,笔者分为使用地区和使用效果以佐证该教学模式在汉语国际教育中的正确性和重要性。此章节笔者大量引用了调查问卷的结果分析,通过真实的数据,进行论述分析。第三章着重论述沉浸式汉语教学模式在泰国地区的使用状况,从目前汉语在泰国地区的推广现状和沉浸式汉语教学模式需要在泰国地区投入使用的条件建议两个版块入手。其中沉浸式汉语教学模式在泰国地区投入使用的条件归纳,是笔者根据调查和实践进行总结而得,同时也参考了如林秀琴教授的相关文章作为佐证。因实践经验有限,论文中的部分总结也许不到位或尚有欠缺,也希望广大汉语国际教师朋友们能予以补充或指正。第四章笔者考虑到同属东南亚地区的新加坡已较长时间使用与沉浸式汉语教学模式相似的浸濡式汉语教学模式,并持续发展该教学模式且收效颇好,所以将近似的两种汉语教学模式进行了简要的对比分析。本文以分析沉浸式汉语教学模式在泰国地区未能大面积投入使用的原因以及需要使用的各方面条件为主。在调查数据及笔者实践经验的基础上,通过思考,对沉浸式汉语教学模式在泰国地区普通学校投入使用时应具备哪些条件给予了自己的建议。本文创新之处在于：1.笔者对沉浸式教学模式的分类；2.笔者对世界部分地区汉语教学的真实问卷调查；3.笔者对沉浸式汉语教学模式未能在泰国地区大多数学校投入使用的原因进行分析后给出的使用条件归纳。
[Abstract]:This paper is based on the thinking of the teaching mode of international promotion of Chinese, combined with the investigation of various aspects and the author's own practical experience. This is out of the author's understanding of the effectiveness of the immersion Chinese teaching model in the United States, and a review of the author's many years of teaching experience in Thailand. The purpose of introspecting the reason why the immersion Chinese teaching mode has not been widely used in Thai schools where Chinese is prevalent is set up. This article through the reference data, the consultation related person, unifies the questionnaire form carries on the elaboration. The first chapter states the immersion teaching mode as a whole. The content includes the main theory and development of immersion teaching mode. In the development of immersion teaching mode, the author expounds its use source and classification. What needs to be emphasized here is that the author has not found the relevant records for the classification of immersion teaching models. Therefore, the author classifies it according to its investigation and understanding of its own practice. If there is something wrong, also ask the elders to give more advice. The second chapter mainly discusses the use of immersive Chinese teaching model, the author divided into the use area and the use effect to prove the correctness and importance of this teaching model in the Chinese international education. In this chapter, the author cited the results of the questionnaire and analyzed the results through the real data. The third chapter focuses on the use of immersion Chinese teaching model in Thailand, from the current situation of Chinese in Thailand and immersion Chinese teaching mode needs to be put into use in Thailand two sections. The condition of immersive Chinese teaching mode in Thailand is summarized according to the investigation and practice, and the relevant articles such as Professor Lin Xiuqin are also referred to as evidence. Due to the limited practical experience, some of the summary of the paper may not be in place or lack, and I hope that the vast number of Chinese international teachers can supplement or correct it. In the fourth chapter, the author considers that Singapore, which belongs to Southeast Asia, has been using immersion Chinese teaching model similar to immersive Chinese teaching model for a long time, and continues to develop this teaching mode and has achieved good results. Therefore, the approximate two Chinese teaching models are compared and analyzed briefly. This paper mainly analyzes the reasons why immersion Chinese teaching mode has not been widely used in Thailand and the various conditions that need to be used. On the basis of the investigation data and the author's practical experience, the author gives his own suggestions on what conditions should be possessed when the immersive Chinese teaching mode is put into use in ordinary schools in Thailand. The innovation of this paper lies in: 1. The author classifies the immersion teaching mode; 2. The author makes a questionnaire survey on Chinese teaching in some parts of the world. The author analyzes the reasons why the immersion Chinese teaching mode has not been put into use in most schools in Thailand.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3

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