泰国初高中生初级汉语课堂游戏设计
发布时间：2018-09-11 07:31
【摘要】：对外汉语教学按语言要素常常分成汉字、语音、词汇和语法四个部分,随着我们对对外汉语教学的深入研究,也在总结以往的教学法的基础上,作出了相应的调整或者制定了新的教学方法,但游戏教学法是可以运用到各个语言要素的教学中的,因此尤其具有研究价值。此外,不同国家的学生学习特点不同。以泰国学生为例,由于教育体制和管理方式等因素得影响,学生上课时显得格外活跃,适合游戏的开展。但是游戏的制定需要考虑到可行性、可控性等多方面因素,同时要确保游戏确实是有一定效果的。因此在综合以往研究的基础上,本次论文通过五个方面展开论述。第一部分为绪论,包括研究的目的、意义、创新点、理论基础和研究方法等方面；第二部分对游戏设计的要求进行讨论,同时进行信息采集,包括问卷和学生两次期中和期末考试成绩的收集整理；第三部分针对各个语言要素进行具体的案例列举和分析；第四部分基于以上讨论,总结课堂游戏的利弊,实行时的注意事项及效果分析；第五部分总结全文,汇总研究成果。得出结论,游戏得设计应考虑对同一汉语水平、不同年级得学生的适应性；使游戏结果的获得成为一个长时间积累的过程,可以增加参与游戏的学生数量；学生更喜欢分组得游戏形式,认为各语言要素中最难的是词汇。本次论文所得出的数据均由SPSS分析调查问卷得出,经计算问卷的信度、效度均符合标准。以往关于课堂游戏的论文中更多的是游戏设计的理论层面,或者是教学教案的具体实践,并且游戏的设计并没有针对学生的汉语水平或具体的语言点展开,或者往往都是用一些由来已久的游戏没有自己的创新,也没有考虑到学生的理解情况。本论文通过自身实践,经过两个学期的观察,将采用游戏时的学生考试成绩与作业提交情况和未采用游戏时的情况进行对比,并且分析问卷得出结论,总结出何种游戏可行并有效,同时考察了学生平时学习汉语的方式和学生的学习难点,作为设计游戏的辅助因素。
[Abstract]:The teaching of Chinese as a foreign language is often divided into four parts according to language elements: Chinese characters, pronunciation, vocabulary and grammar. With our in-depth research on teaching Chinese as a foreign language, and on the basis of summarizing the previous teaching methods, The corresponding adjustment or new teaching method has been made, but the game teaching method can be applied to the teaching of various language elements, so it is especially valuable to study. In addition, students in different countries have different learning characteristics. Taking Thai students as an example, due to the influence of educational system and management style, students are especially active in class and suitable for the development of games. But the development of the game needs to take into account the feasibility, controllability and other factors, and ensure that the game is really effective. Therefore, on the basis of synthesizing the previous research, this paper discusses through five aspects. The first part is the introduction, including the purpose, significance, innovation, theoretical basis and research methods, etc. The second part discusses the requirements of the game design, and carries on the information collection at the same time. Including the questionnaire and the students two midterm and final exam scores collection; the third part of the specific language elements for the enumeration and analysis; the fourth part based on the above discussion, summed up the advantages and disadvantages of classroom games, The fifth part summarizes the full text and summarizes the research results. It is concluded that the design of the game should consider the adaptability of the students of the same Chinese level and different grades, so that the acquisition of the game results becomes a long-term accumulation process, which can increase the number of students participating in the game. Students prefer to group the game form, thinking that the most difficult of all language elements is vocabulary. The data obtained in this paper are obtained from the SPSS analysis questionnaire. The reliability and validity of the questionnaire are all in accordance with the standard. In the past papers on classroom games are more theoretical level of game design, or the specific practice of teaching plan, and the game design is not aimed at the students' Chinese level or specific language points. Or they often use some old games without their own innovation, and do not take into account the understanding of the students. This paper through its own practice, after two semesters' observation, will adopt the game time student's examination result and the homework to submit the situation and does not use the game the situation to carry on the comparison, and analyzes the questionnaire to draw the conclusion. This paper summarizes which games are feasible and effective, and investigates the students' learning methods and difficulties in learning Chinese, which are the auxiliary factors in designing the games.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2236027
[Abstract]:The teaching of Chinese as a foreign language is often divided into four parts according to language elements: Chinese characters, pronunciation, vocabulary and grammar. With our in-depth research on teaching Chinese as a foreign language, and on the basis of summarizing the previous teaching methods, The corresponding adjustment or new teaching method has been made, but the game teaching method can be applied to the teaching of various language elements, so it is especially valuable to study. In addition, students in different countries have different learning characteristics. Taking Thai students as an example, due to the influence of educational system and management style, students are especially active in class and suitable for the development of games. But the development of the game needs to take into account the feasibility, controllability and other factors, and ensure that the game is really effective. Therefore, on the basis of synthesizing the previous research, this paper discusses through five aspects. The first part is the introduction, including the purpose, significance, innovation, theoretical basis and research methods, etc. The second part discusses the requirements of the game design, and carries on the information collection at the same time. Including the questionnaire and the students two midterm and final exam scores collection; the third part of the specific language elements for the enumeration and analysis; the fourth part based on the above discussion, summed up the advantages and disadvantages of classroom games, The fifth part summarizes the full text and summarizes the research results. It is concluded that the design of the game should consider the adaptability of the students of the same Chinese level and different grades, so that the acquisition of the game results becomes a long-term accumulation process, which can increase the number of students participating in the game. Students prefer to group the game form, thinking that the most difficult of all language elements is vocabulary. The data obtained in this paper are obtained from the SPSS analysis questionnaire. The reliability and validity of the questionnaire are all in accordance with the standard. In the past papers on classroom games are more theoretical level of game design, or the specific practice of teaching plan, and the game design is not aimed at the students' Chinese level or specific language points. Or they often use some old games without their own innovation, and do not take into account the understanding of the students. This paper through its own practice, after two semesters' observation, will adopt the game time student's examination result and the homework to submit the situation and does not use the game the situation to carry on the comparison, and analyzes the questionnaire to draw the conclusion. This paper summarizes which games are feasible and effective, and investigates the students' learning methods and difficulties in learning Chinese, which are the auxiliary factors in designing the games.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2236027
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