【作者】 陈惠芳；

【导师】 程红兵；

【作者基本信息】 华东师范大学 ， 学科教学， 2009， 硕士

【摘要】 国际学校对外汉语课堂阅读教学作为一个较新的研究与实践领域,实践中可以参考的教学方法很少。针对国际学校中大量近母语学生的语言背景,探讨语言教学中的“苏格拉底圈”式讨论法在第二语言课堂教学的可行性、有效性,这不仅是对传统汉语语言阅读教学方法的丰富。如今,以学生为中心的讨论式阅读教学法对于语言教学而言,已被业界证明其有效性。这当中,“苏格拉底圈”就是一种有效的方法。这种方法的机理是以交际能力为导向,通过参与和完成任务实现语言提升。以交际能力为导向的“苏格拉底圈”教学,同样适用于国际学校中中文为第二语言的教学。从理论依据来说,“苏格拉底圈”作为众多讨论式教学方法中的一种,充分体现了任务性教学模式的特征并浸润在任务型教学模式的理念中。这种方法秉持系统功能语言学的语言学基础,通过引用真实的语言材料和借助任务来创设接近自然的语言习得环境体现了对系统功能语言学语境、语篇理论的关注,其目的在于使学习者体验,进而掌握语言的动态使用。从学习论的角度看,这种方法强调人是学习活动的主体,重视学习者的情感、需求、价值观、自我实现对学习的促进作用,重视通过有目的的活动、交流沟通、合作学习、问题解决等使学习者相互取长补短。这种方法贯彻了活动教学的教学论,以在教学过程中建构具有教育性、创造性、实践性、操作性的学生主体活动为主要形式,以鼓励学生主动参与、主动探索、主动思考、主动实践为基本特征,以实现学生多方面能力综合发展为核心,以促进学生整体素质全面提高为目的。“苏格拉底圈”的运作模式是:协助学生开展对话,在原有的生活和学习经验的基础上认知、学习新的知识,并在新环境中加以使用。通过创建假设,在研读文本、讨论文本的过程中,通过讨论不断挑战自己原有的理解,生成新的理解和概念。“苏格拉底圈”的要素包括讨论主体(学生,教师,以及主体之间的互动关系)、讨论对象(文本、讨论问题、讨论目标)、讨论场景(讨论时间、课堂讨论气氛、教室环境及学生座位安排等)。这些要素的既有情况、可能的预先设定和开展过程中彼此之间的互动关系,决定了教学工作开展的效果。从实际运作可能性来看,国际学校学生思维活跃、互动性强、较为独立的特点,国际学校具有多元文化的特性,教程选择、教学方法自由度较高,因此,“苏格拉底圈”的讨论式教学法有实施的充分可能性,并且较为符合教育对象的特点。从实践结果来看,学生在阅读、口头表达和写作等语言能力上有了有效提高,同时,批判性思维能力、创造力、倾听和反思的学习能力也有了相应提高。不仅如此,学生的团队合作精神、解决争议的能力等社交能力也得到了很好的发展。更多还原

【Abstract】 Teaching Chinese as second language in the international schools is a new practice and research area. The teaching strategy and practice for reference is very few. For those students who have near native Chinese language background in the International schools, exploring an effective teaching strategy of reading in the second language classes is very meaningful, not only it riches the practice and theories of teaching reading of Chinese traditionally as well it fits better the learning habit and rules of the students in the international school at particular ages.So far, the "Socratic Circles" is well known and recognized in language classrooms, especially in English as first language classes. This method is oriented by interaction and communication between students, upon the completion of tasks, students’ language ability will be realized to be greatly improved. Based on this theory, it is proved that the "Socratic Circles" is also well applied in the near native Chinese second language classes in the international schools.Theoretically, the "Socratic Circles" is one of the various discussion methods in teaching language, it features the Task-Base teaching mode as well as be soaked into the supporting theories of Task-Base mode.In the aspect of Language Theory, Socratic Circles is using real language materials as text, and based on Tasks in text, to help students feel and experience the language learning in real language atmosphere. From the view of Study Theory, Socratic Circles is taken student as learning center, focus on students’ feeling, emotion and motivation to improve learning. Also Socratic Circles adheres the Theory of Activity, in the process of learning, encouraging students to have more participation, critical thinking and practices to realize their all-around capacities.The operation of the "Socratic Circles" is to assist students to develop equal dialogues, upon the prior experience of study and life to recognize and learn new knowledge, and practice the new learned knowledge in real situation. Through establishing premises, carefully reading given texts and discussing the text in to full extent, the students continuously challenge their prior understanding so as to generate new understandings and concepts. The elements of the "Socratic Circles" include the main body of discussion (students, teacher, and their interactive relationship), the subject of discussion (text, questions, goal of discussion), the scenario of discussion (time, atmosphere of class discussion and classroom set-up). These elements are so crucial and critical to decide if it is a good discussion.The feasibilities of applying this discussion strategy is the students from the international schools, they are active, more independent in thinking and risk-taking. The features of multi-cultural of international school, the flexibility of the curriculum and teaching method given by teachers, they also guarantee the success of the "Socratic Circles" in international schools. Seen the evidence from real practices, the language abilities in critical reading, oral expressions, writing are greatly promoted, as well the critical thinking ability, creativity, listening and critical reflection are also improved. Furthermore, the social abilities, like team building, problem/conflict solving are well developed by using the "Socratic Circles".更多还原