【作者】 丁玲；

【导师】 徐霄鹰；

【作者基本信息】 中山大学 ， 汉语国际教育， 2010， 硕士

【副题名】基于《发展汉语中级汉语写作》（上）《第八单元应用文》

【摘要】 汉语写作既难学也难教。对于学生,写综合了词汇、语法、篇章等方面的知识,是体现语言综合运用能力的难度最大的一项技能,提高写作能力困难重重。对于教师,教学内容涉及面广、课时少、课堂活动不易组织,教学难度大。汉语写作教学研究已有不少专门著作和研究论文问世,但研究角度多集中在篇章教学、修辞教学等,还有很多需要完善的地方,如实证性研究、教学模式等的研究还远远不够。与母语写作不同,对外汉语写作教学有两个方面：语言表达和构思、内容等方面的写作技能。其重点和出发点都应当是语言表达形式,而不能像汉语第一语言写作教学那样放在构思、内容等方面(朱湘燕,2007)。因此本文选择应用文写作进行教学设计,一方面是因为应用文具有相对固定的格式和惯用表达,与命题作文相比更适合放在外国留学生写作学习的初始阶段。另一方面,应用文是交际性很强的文体,具有实用性的特点,可以结合学生实际生活和学习,设计真实的交际任务以培养学生的语用能力和交际能力。本文通过写作课课堂教学实践,探讨逆向教学、任务教学法、语块教学、合作学习法等在对外汉语写作课中的具体应用,并通过调查问卷的方式验证综合教学法的效果,认为对外汉语写作教学应根据需要交叉运用不同的教学方法,才能达到优势互补,提高教学质量。全文主体部分主要分四个章节展开论述：第一部分主要介绍本文写作的缘由；国内外汉语写作教学的研究情况；研究设想及方法。第二部分重点研究了以逆向教学、任务教学法、语块教学、合作学习法综合教学模式的理论基础。第三部分通过课堂教学实践,探讨综合教学模式的原则及运用、效果反馈和结果分析。第四部分总结全文要点,并指出本文的研究价值所在。更多还原

【Abstract】 For students, writing is considered as the most difficult language skill involving lexicology, grammar, text and etc. For teachers, writing teaching covers a wide range of contents, while the shortness of class time and difficulty to organize class activities pose serious problems. Today, there are quite a few specialized books and papers available. However, most of them focus on the teaching of textual structure and application of rhetoric. Applied research and studies of teaching model is less than enough.Unlikely native language, writing teaching in TCSL scenario is divided into two aspects:language communication, writing skills in conception and contents. Great importance should be attached to the language expressions in the SL teaching. (Zhu Xiangyan,2007). This dissertation choose practical writing, partly because it has a relatively fixed format and institutionalized expressions, which is comparatively more suitable for foreign students to learn on the initial stage. On the other hand, practical writing is highly communicative to develop student’s pragmatic competence and communication skills.The research applied Bottom-up approach, Task-based approach, Lexical-chunks approach and Cooperative-learning approach to the Chinese-writing course. And it adopted the questionnaire and observation methods to approve that the comprehensive application of various pedagogies in the Chinese-writing teaching is the effective way to improve students’language competence and the quality of education.This dissertation consists of 4 chapters.Chapter 1 serves as an introduction. It introduces the background of the study, reviews relevant literature from the research papers and textbook development, and presents the research methodology.Chapter 2 mainly talked about the Bottom-up approach, Task-based approach, Lexical-chunks approach and Cooperative-learning approach as well.Chapter 3 deals with the 4 approaches application in the Chinese-writing Course. It describes the teaching procedures, the design bases, and then shows the analysis of feedbacks.Chapter 4 makes the conclusion and states the practical implications.更多还原