基于任务的来华留学生汉语实践课研究
|
摘要
汉语实践课是以"在做中学"理论为指导,以中国文化体验为主题,以任务型教学法为基本教学法,以语言运用和文化感知为主要教学目的,在交际中完成"理解的输入"和"可理解性输出"。根据实践主题的不同,汉语实践课分中国传统文化实践课、中国历史文化实践课、中国当代国情实践课、中国山水风光实践课。汉语实践课的任务分为交际功能类、文化体验类、知识竞赛类、综合类4种类型,每种类型的任务都可用微观评估法进行评估。
Practical courses on the Chinese language are guided by the theory of "learning by doing" which takes the Chinese cultural experience as the theme, the task-based teaching method as the basic teaching method, the use of language and cultural perception as the main purpose of teaching, and the completion of the comprehended input and the comprehensible output in communication as an outcome. According to the different practical themes, the practical courses could be divided into the courses on Chinese traditional culture, the courses on Chinese history culture, the courses on Chinese contemporary situation, and the course on Chinese landscape scenery. The tasks of the practical courses are divided into four types: communicative tasks, cultural experiential tasks, knowledgecompetitive tasks and comprehensive tasks. Each type of the tasks can be evaluated by the micro-evaluation.
Practical courses on the Chinese language are guided by the theory of "learning by doing" which takes the Chinese cultural experience as the theme, the task-based teaching method as the basic teaching method, the use of language and cultural perception as the main purpose of teaching, and the completion of the comprehended input and the comprehensible output in communication as an outcome. According to the different practical themes, the practical courses could be divided into the courses on Chinese traditional culture, the courses on Chinese history culture, the courses on Chinese contemporary situation, and the course on Chinese landscape scenery. The tasks of the practical courses are divided into four types: communicative tasks, cultural experiential tasks, knowledgecompetitive tasks and comprehensive tasks. Each type of the tasks can be evaluated by the micro-evaluation.
引文
[1]GASS S.Input,Interaction,and the Second Language Learner[M].Mahwah:NJ Lawrence Erlbaum Associates,1997.
[2]吕必松.汉语作为外语教学的实践性原则[M]//盛炎,沙砾.对外汉语教学论文选评(第一集):1949-1990.北京:北京语言学院出版社,1993:8-13.
[3]伊巴代提·买买提敏.浅谈汉语实践课教学[J].中国教育与教学研究,2016(6):151.
[4]郭修敏.来华留学生语言实践课研究[J].汉语学习,2012(6):97-104.
[5]SWAIN M.Communicative Competence:Some Roles of Comprehensible Input and Comprehensible Output in its Development[M]//GASS A,MADDEN C.Input in Second Language Acquisition.Rowley.MA:Newbury House,1985:235-253.
[6]埃利斯.任务型教学法新理念与国际汉语教学[M].北京:外语教学与研究出版社,2016.
[7]JANE WILLI.A Framework for Task-based Learning[J].Subject Centre for Languages,1996,33(1):13-18.
[2]吕必松.汉语作为外语教学的实践性原则[M]//盛炎,沙砾.对外汉语教学论文选评(第一集):1949-1990.北京:北京语言学院出版社,1993:8-13.
[3]伊巴代提·买买提敏.浅谈汉语实践课教学[J].中国教育与教学研究,2016(6):151.
[4]郭修敏.来华留学生语言实践课研究[J].汉语学习,2012(6):97-104.
[5]SWAIN M.Communicative Competence:Some Roles of Comprehensible Input and Comprehensible Output in its Development[M]//GASS A,MADDEN C.Input in Second Language Acquisition.Rowley.MA:Newbury House,1985:235-253.
[6]埃利斯.任务型教学法新理念与国际汉语教学[M].北京:外语教学与研究出版社,2016.
[7]JANE WILLI.A Framework for Task-based Learning[J].Subject Centre for Languages,1996,33(1):13-18.