对外汉语课堂教学情感因素运用分析 _ 以三位新教师为例.pdfVIP

中文摘要 随着中国经济的发展，国际地位的提高，中国与外界的交流日益频繁。越多越多的外国 人因为各种原因来到中国学习汉语。汉语热的兴起也导致了以汉语为第二语言教学人才的 大量需求。由于对外汉语教学对象的特殊性，以汉语为第二语言的教学与以汉语为母语的 教学又很大的差别。 教学效果的好坏有一系列的评价标准，而课堂教学也是其中很重要的一项。在课堂教学 中，以人为本，以学生为中心的教学理念越来越深入人心。这些体现在课堂教学中教师越 来越关注情感因素的运用。 本文从情感因素的角度，即从动机、态度、焦虑、移情以及课堂交流等来分析三位汉语 国际教育硕士在工作一年中课堂情感因素运用的得失。本文采用质的研究，分别对三位老 师进行了三次访谈，并进行总结、归纳、分析和探讨。本文最后总结出在课堂教学中，对 外汉语教师应首先调动自己的情感，了解关心学生，第二，要调动学生学习的积极性，激 发学习动机；第三,应增强学生学习自信心，降低学习焦虑。 关键词： 情感因素、对外汉语教学、运用 Abstract With the development of Chinese economy and the improvement of international status, China is getting closer touch with other countries. More and more foreigners came to China and learnt Chinese for various reasons, which led to an increasing need of teachers teaching Chinese as a second language, known as TCSL. Owing to pecularities of TCSL, a big difference does exist between teaching Chinese as a second language and Teaching Chinese as native language. A series of standards can be employed in evaluating TCSL education. And classroom teaching is one of its most important standards. In classroom teaching, people-oriented and students-centered teaching concepts are deeply rooted in people’s minds,which reflects teachers’ attention on learners’ affective factors in the classroom instruction. This thesis analyses the gains and losses of the selected three teachers who majored in teaching Chinese as a second language from the perspective of affective factors, which include motivation, attitude, anxiety, empathy and classroom interactions. By using qualitative approach, the writer analyses, summarizes and concludes the important points of using affective approach in classroom teaching based on interviews with 3 teachers respectively. In closing