《山这么高，你爬得上去吗》的教学设计
发布时间：2018-12-11 13:14
【摘要】：本文立足于对外汉语初级综合课教学设计的研究现状,运用行动研究的方法对杨寄洲先生主编的《汉语教程》第二册(下)第五十六课《山这么高,你爬得上去吗》进行教学设计,并通过实际的教学活动和课后的调查问卷得出教学反思。文章从五个方面展开论述：首先是绪论,主要对现有的教学设计和综合课的研究进行简要的梳理和介绍,并对其相关文献以及近年来的研究现状进行总结。其次是《山这么高,你爬得上去吗》的教学设计理论,主要包含教学对象分析、教学环境分析、教材分析、课型分析、教学设计应遵循的原则、教学设计中采用的教学方法、教学内容分析、教学目标分析、教学课时安排、教学用具以及《山这么高,你爬得上去吗》的教学流程等十一个方面。再次是《山这么高,你爬得上去吗》的具体教学流程,分三讲进行。第一讲主要对可能补语(2)和课文(一)《山这么高,你爬得上去吗》进行讲解。第二讲的主要内容是“只要……就……”的用法和课文(二)《我担心自己演不好》。第三讲主要对《山这么高,你爬得上去吗》一课进行复习总结,处理练习题并开展班级联欢会。再者是针对教学实践进行的教学反思,通过教师的自我反思和调查问卷的形式对《山这么高,你爬得上去吗》的课堂教学效果进行分析。通过调查结果可以看出：《山这么高,你爬得上去吗》的教学设计通过作者在课堂上的实践检验,基本上达到了大纲要求的教学效果。文章最后得出结论：一份优秀的教学设计是扎实的理论功底和深入的领悟能力相结合的产物,而成功的课堂实践则是良好的心理素质和综合文化素养的展现。因此,站在教学设计者和课堂指导者的角度,当务之急是日日提升自己的理论思维、积累专业知识,并时时锻炼自己的心性、加强文化修养。
[Abstract]:Based on the present situation of the teaching design of Chinese as a foreign language primary comprehensive course, this paper applies the method of action research to the second volume (part two) of the Chinese course edited by Mr. Yang Yazhou, which is so high in lesson 56. Are you able to climb up the teaching design, and through the actual teaching activities and after-class questionnaire to get the teaching reflection. This paper discusses from five aspects: first, the introduction, mainly briefly combing and introducing the existing teaching design and comprehensive course research, and summarizing the relevant literature and the research status in recent years. Secondly, the teaching design theory of "can you climb up as high as the mountain?" mainly includes the analysis of teaching objects, the analysis of teaching environment, the analysis of teaching materials, the analysis of class types, the principles that should be followed in teaching design, and the teaching methods used in teaching design. Teaching content analysis, teaching goal analysis, teaching class time arrangement, teaching utensils and the teaching process of "can you climb up?" Again, the specific teaching process of "Mountain so high, can you climb up?" is divided into three courses. The first lecture is mainly about possible complement (2) and text (1) "is the mountain so high that you can climb up?" The main content of the second lecture is "as long as." Just. " Usage and text (2) I'm afraid I can't do it well. The third lesson is about the mountain so high, can you climb up? a lesson to review and summarize, processing exercises and class party. The third is the teaching reflection on the teaching practice, through the teacher's self-reflection and questionnaire form of the "mountain so high, can you climb up" classroom teaching results. The result of the investigation shows that the teaching design of "can you climb up so high as the mountain" has basically reached the teaching effect required by the syllabus through the author's practical test in the classroom. Finally, the paper concludes that an excellent teaching design is the result of the combination of solid theoretical knowledge and deep comprehension ability, while successful classroom practice is the display of good psychological quality and comprehensive cultural accomplishment. Therefore, from the perspective of instructional designers and classroom instructors, it is imperative to improve their theoretical thinking, accumulate professional knowledge, and exercise their mind and cultural accomplishment day by day.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
[Abstract]:Based on the present situation of the teaching design of Chinese as a foreign language primary comprehensive course, this paper applies the method of action research to the second volume (part two) of the Chinese course edited by Mr. Yang Yazhou, which is so high in lesson 56. Are you able to climb up the teaching design, and through the actual teaching activities and after-class questionnaire to get the teaching reflection. This paper discusses from five aspects: first, the introduction, mainly briefly combing and introducing the existing teaching design and comprehensive course research, and summarizing the relevant literature and the research status in recent years. Secondly, the teaching design theory of "can you climb up as high as the mountain?" mainly includes the analysis of teaching objects, the analysis of teaching environment, the analysis of teaching materials, the analysis of class types, the principles that should be followed in teaching design, and the teaching methods used in teaching design. Teaching content analysis, teaching goal analysis, teaching class time arrangement, teaching utensils and the teaching process of "can you climb up?" Again, the specific teaching process of "Mountain so high, can you climb up?" is divided into three courses. The first lecture is mainly about possible complement (2) and text (1) "is the mountain so high that you can climb up?" The main content of the second lecture is "as long as." Just. " Usage and text (2) I'm afraid I can't do it well. The third lesson is about the mountain so high, can you climb up? a lesson to review and summarize, processing exercises and class party. The third is the teaching reflection on the teaching practice, through the teacher's self-reflection and questionnaire form of the "mountain so high, can you climb up" classroom teaching results. The result of the investigation shows that the teaching design of "can you climb up so high as the mountain" has basically reached the teaching effect required by the syllabus through the author's practical test in the classroom. Finally, the paper concludes that an excellent teaching design is the result of the combination of solid theoretical knowledge and deep comprehension ability, while successful classroom practice is the display of good psychological quality and comprehensive cultural accomplishment. Therefore, from the perspective of instructional designers and classroom instructors, it is imperative to improve their theoretical thinking, accumulate professional knowledge, and exercise their mind and cultural accomplishment day by day.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
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