【作者】 汤莉娜；

【导师】 徐子亮；

【作者基本信息】 华东师范大学 ， 对外汉语教学， 2009， 硕士

【摘要】 本文通过设计和发放“对外汉语课堂有效教学行为”问卷、辅以追溯式访谈的方式,调查CIEE和弗吉尼亚大学暑期中文项目的汉语教师和美国大学生在哪些是有效的课堂教学行为上的看法,从而了解对外汉语课堂中的教学行为在多大程度上符合汉语学习者的心理过程,并且运用学习理论的基本观点分析两者意见产生异同的原因。教学是为促进学习者内部的学习心理过程而服务的。那么,教师头脑中有效的教学行为是不是真的符合学习者的心理过程呢?为了提高对外汉语课堂效率,使教师的行为更利于学习者语言学习的心理过程,我们需要得到来自学习群体的反馈来调整教师的教学行为。因此,本研究的意义在于为教师和学习者之间搭建一座桥梁,帮助两者调整对对方的预期,提高两者在语言课堂中的配合度,进而提高在对外汉语课堂背景下发生的第二语言习得的效率。西方教育界对有效教学的研究由来已久,回顾这段历史为本文的研究在方法和途径上提供了启示。第二语言教学界对课堂实际过程的研究,经历了发展量表、分析“教师谈话”以及“课堂篇章”的三个主要阶段。国内对外汉语教学界从“教”和“学”的角度入手,结合教学理论和学习心理,对一些具体的教学行为在课堂中的实际应用进行了描写和分析的实证研究。这些研究为本文从师生双向的视角出发,充分考虑学习者在课堂学习中的心理过程,并以此作为判断教学行为有效性的标准之一提供了重要的借鉴,并对本文设计问卷调查的细目,筛选重要的教学行为具有参考价值。论文共分七章。引言和第一章介绍了对外汉语课堂教学领域研究的发展现状,从侧面陈述了创作本文的意义所在,并且提纲挈领式地概述了本文研究的问题和思路。第二章回顾国外教育理论界、第二语言教学界和国内对外汉语教学界对课堂教学研究成果,垫定了本文研究的基础。第三章对行为主义、认知主义、建构主义的几大学习理论进行了扼要地概述,为下文对研究结果进行理论分析提供依据。第四章全面详细地描述了本文研究的设计,主要阐释了调查问卷编写的依据,并且展示了调查问卷的各个项目。第五章首先对问卷调查的结果进行分类统计,将教师和学生问卷的结果进行比较和整理后,以被调查的九项教学行为为纲,归纳出两者对教学项目的看法,第六章则在这些看法的基础上,运用学习理论进行分析,并为提高课堂教学的效率提出建议。第七章在前文调查结果及理论分析的基础上,总结了研究的学科意义、本文的创新和不足之处。更多还原

【Abstract】 This thesis investigates teachers and students’ views on what the effective teaching behaviors are in the classrooms of Teaching Chinese as a Second Language. In order to gain an understanding of to what extent the teaching behaviors in the Chinese classrooms are reflecting the learning psychology of the students and the reason behind the difference between teachers’ and students’ views on what the effective teaching behaviors are, I designed and carried out a questionnaire survey and a following survey to the students and teachers on 2008 CIEE Chinese language program and the summer intensive language program of University of Virginia in Shanghai.Teaching is to promote the learning process inside the learners. How do we know that the concept of the effective behaviors in teachers’ minds is truly in service of the psychological process of learning? By gaining the feedback from student’ s side, my thesis is intended to bridge the gap between teachers and learners, and to adjust the expectancy for each side so as to improve the cooperation and thus to bring out the efficiency of learning Chinese in the classroom setting.Looking back on the history of studying effective teaching in the realms of education and second language acquisition implies the methodology and approach for this thesis. The descriptive and empirical researches on classroom teaching in teaching Chinese as a Second Language also lend themselves to this thesis in terms of the bilateral perspectives, the criteria of effective teaching and designing categories of teaching behaviors for observation.This thesis is composed of seven chapters. The introductory and first chapter gives an overview of the current situation of classroom teaching of Teaching Chinese as a Second Language. Following the train of thoughts in Chapter One, Chapter Two makes a brief review on the history of the researches on classroom teaching in education, Second Language Acquisition and Teaching Chinese as a Second Language. Chapter three lays a theoretical foundation by briefly introducing the learning theories of Behaviorism, Cognitive psychology and Constructivism. Chapter four elaborates upon the design of this research and displays the nine categories of teaching behaviors for observation. Chapter five collects and sorts out the data from the questionnaire surveys and the interviews, listing and comparing the views on the nine categories of teaching behaviors. Chapter six applies the learning theories to analyze the survey results and make some suggestions to improve the classroom teaching. Chapter Seven summarizes the significance and contribution of this thesis.更多还原