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《對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課課堂提問(wèn)現(xiàn)狀及對(duì)策探討》由會(huì)員上傳分享，免費(fèi)在線閱讀，更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫(kù)。
1、對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課課堂提問(wèn)現(xiàn)狀及對(duì)策探討重慶大學(xué)碩士學(xué)位論文（專業(yè)學(xué)位）學(xué)生姓名：周桂萍指導(dǎo)教師：黃萍教授專業(yè)：漢語(yǔ)國(guó)際教育重慶大學(xué)外國(guó)語(yǔ)學(xué)院二O一五年五月StudyonQuestioningTechniquesinPrimaryOralChineseCourseAThesisSubmittedtoChongqingUniversityinPartialFulfillmentoftheRequirementfortheProfessionalDegreeByZhouZhouGuipingGuipingSupervisedbyProf.Huang
2、PingSpecialty:MTCSOLSchoolofForeignLanguagesandCulturesofChongqingUniversity,Chongqing,ChinaMay,2015重慶大學(xué)碩士學(xué)位論文中文摘要摘要對(duì)外漢語(yǔ)口語(yǔ)課旨在培養(yǎng)外國(guó)學(xué)生的漢語(yǔ)表達(dá)能力，提問(wèn)是課堂互動(dòng)的重要形式，對(duì)于提高學(xué)生的口語(yǔ)水平有著重要的作用。因此，探究對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課課堂提問(wèn)存在的問(wèn)題、原因以及改進(jìn)策略，對(duì)于豐富對(duì)外漢語(yǔ)口語(yǔ)課課堂提問(wèn)的相關(guān)理論及指導(dǎo)對(duì)外漢語(yǔ)教師更好地進(jìn)行課堂提問(wèn)，有著十分重要的理論和實(shí)踐意義。本文選取重慶大學(xué)國(guó)際學(xué)院三位對(duì)外漢
3、語(yǔ)口語(yǔ)教師和初級(jí)口語(yǔ)課的43名學(xué)生為研究對(duì)象，采用課堂觀察、問(wèn)卷調(diào)查、訪談等方法，了解我校對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課課堂提問(wèn)的現(xiàn)狀、學(xué)生對(duì)于課堂提問(wèn)的需求及教師對(duì)于課堂提問(wèn)的看法。研究發(fā)現(xiàn)，目前對(duì)外漢語(yǔ)初級(jí)口語(yǔ)課課堂提問(wèn)中存在一些問(wèn)題：提問(wèn)類型過(guò)于單一；提問(wèn)方式點(diǎn)面失衡；提問(wèn)對(duì)象分布不均；教師提問(wèn)急于求成；教師反饋過(guò)于籠統(tǒng)；課堂提問(wèn)有效性不高。為此，本研究提出了六條對(duì)策：教師應(yīng)當(dāng)適當(dāng)提高參考性問(wèn)題的比例，豐富提問(wèn)類型；恰當(dāng)選擇提問(wèn)方式；提問(wèn)時(shí)應(yīng)兼顧后排學(xué)生；留給學(xué)生足夠的等待時(shí)間；增強(qiáng)反饋意識(shí)，多給與學(xué)生具體的反饋；明確提問(wèn)的目的，合理設(shè)計(jì)問(wèn)題，以期能
4、夠改善口語(yǔ)課課堂提問(wèn)的效果。關(guān)鍵詞：對(duì)外漢語(yǔ)，初級(jí)口語(yǔ)課，課堂提問(wèn)I重慶大學(xué)碩士學(xué)位論文英文摘要ABSTRACTOralChinesecourseaimstodevelopone’sabilitytoexpresshimself.Questioningasanimportantformofinteractionplaysacrucialroleinimprovingstudents’communicativecompetence.Soitisveryimportanttoinvestigatetheproblems,reasonsandsugg
5、estionsconcerningquestioningtechniquesusedintheprimaryoralChinesecourse.TheresearchcanenrichthetheoryofquestioningtechniquesinoralChinesecourse.ItcanalsoprovideChineseteacherssomeguidanceabouthowtoaskgoodquestions.Threeoralteachersandforty-threestudentswereinvolvedinclassroo
6、mobservation,questionnaireandinterviewinthisstudy.SixtyprimaryoralChineselessonswereobservedinordertofindouttheproblemsrelatedtoquestioningtechniquesemployedintheoralcourseofChongqingUniversity.Thequestionnairesweredeliveredtothestudentstogettheirexpectationsonquestioning.In
7、thisresearchwereachthefollowingconclusions:muchmoredisplayquestionsthanreferencequestionsaredeliveredtostudents;teacherstendtoaskthewholeclasstoanswerthequestionsratherthananindividual;studentsinthefrontrowratherthaninthebackofclassroomareoftenasked;notenoughwaittimeisleftto
8、thestudents;toogeneralfeedbackaregiven;theeffectivenessofteacher’squestioni
