| 中文题名： | 基于沉思-冲动型学习者认知风格的蒙古国线上汉语口语教学策略研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 045300 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 汉语国际教育硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 研究方向： | 汉语教学 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 第二导师姓名： | |
| 提交日期： | 2022-06-13 |
| 答辩日期： | 2022-06-13 |
| 外文题名： | Study on strategies of online oral Chinese teaching in Mongolia based on the learners’ cognitive style of Reflectivity - Impulsivity |
| 中文关键词： | 认知风格 ; 沉思型 ; 冲动型 ; 蒙古国线上汉语口语教学 ; 教学策略 |
| 外文关键词： | Cognitive style ; Reflectivity ; Impulsivity ; Mongolia online oral Chinese teaching ; Teaching strategies |
| 中文摘要： |
近些年，随着中蒙两国关系日益密切，汉语教育事业在蒙古也得到了良好的发展。在新冠疫情的影响下，汉语学习者学习方式由线下转为线上，且这种学习方式仍将持续一段时间。前人研究结果表明，沉思-冲动型认知风格对第二语言学习者口语学习有重要影响。基于这个背景，本研究从沉思-冲动型认知风格入手，旨在探索该种认知风格对学习者汉语口语及线上汉语口语教学的影响，并提出相应的教学策略。 本研究共分四个部分： 第一部分为任教学校线上汉语口语教学现状简析。该部分从任教学校汉语教学现状、学习者情况及线上汉语口语教学中存在的问题三个方面进行论述，总结了该校线上汉语口语教学中存在的三大主要问题：网络和电子设备不流畅、教师教学基本功不扎实、学习者课堂参与度较低等。第二部分为学习者认知风格测定。该部分先介绍了认知风格测量工具——匹配相似图形测验和课堂观察录像，然后利用SPSS26.0对数据进行分析，最后得出学习者的认知风格类型：沉思型、冲动型、快且准型、慢而不准型，其中沉思型和冲动型为主要认知风格，也是本文要研究的认知风格 第三部分为认知风格与学习者线上汉语口语表现之间的关系。该部分分析了沉思型学习者和冲动型学习者的口语流利度和准确度，此外还新增了开口度分析。通过对这三个方面的分析，笔者得出结论：对于初级汉语水平的学习者而言，停顿、语音、开口次数分别是口语流利度、准确度和开口度最重要的测试指标。由于线上课堂教学时间有限及缺乏课堂管理机制和鼓励机制的配合，沉思型学习者因缺少开口机会而导致口语流利度欠佳，而冲动型学习者因教师采取宽容态度而导致准确度得不到提高。简而言之，沉思型学习者口语准确度高但流利度和开口度欠佳，冲动型学习者口语流利度和开口度高但准确度较差。 第四部分为教学策略研究。该部分从教师、教学信息和教学媒体三个方面提出针对性策略，并对教学策略实施的有效性进行了检测。本文认为消除学习者的焦虑情绪、提高知识复现率、量化教学评价、精简PPT内容等方式有助于提高沉思型学习者的口语流利度和开口度，有针对性的语音训练、较多的师生互动、“图、文、音”三者结合的PPT可以提高冲动型学习者的口语准确度。通过SPSS的分析，本文的教学策略使沉思型学习者的口语流利度和开口度有明显提高，冲动型学习者的口语准确度有较小幅度提升，针对冲动型学习者的教学策略仍需进一步完善。 |
| 外文摘要： |
With theincreasing international exchanges and cooperation between China and Mongolia in recent years, Chinese language education in Mongolia has developed well.Chinese learners change their learning style form offline to online under theinfluence of COVID-19, and it will last for a period of time. Previous researchshows that Reflectivity-Impulsivity cognitive style(R-I) has an importantimpact on second language learners' oral learning. This study starts with theR-I cognitive style based on the background above, aims to explore the impact of this cognitive style on learners' Chinese oral and online Chinese oral teaching, proposes the corresponding teaching strategies.
﹀
This study hasfour parts: The first part is a brief analysis of the current situation of online Chinese oral teaching in Mongolian schools. This section discusses the current situation of Chinese teaching, learners and the problems existing in online Chinese oral class. There are three problems existing in the online Chinese oral class: poor network and electronic equipment, poor teaching skills, and low participation. The second part is about the measurement of learners' cognitive style. First, this section introduces the cognitive style measurement tools: Match similar graphic tests and classroom observation videos, and then use SPSS26.0 to analyze the data, summarizes four types of learners' cognitive styles: Reflectivity, Impulsivity, fast-accurate, slow-inaccurate. Reflectivity and Impulsivity are the main cognitive styles, and they are also the research object in this paper. The third part shows the relationship between cognitive style and Chinese learners’ online oral performance. This section analyzes the oral fluency and accuracy of Reflectivity and Impulsive learners. In addition, frequency analysis is added as a new research direction. The conclusions are drawn as follows by analyzing these three aspects. Pause, voice, and speaking times are the most important test indicators for oral fluency, accuracy and frequency respectively for the elementary level students. Due to the limited time of online class and the lack of cooperation with class management and encouragement, Reflectivity learners has a low oral fluency because of the lack of opportunities to speak, while Impulsive learners fail to improve accuracy because their teachers adopt a tolerant attitude to their oral errors. In a word, Reflectivity learners have high oral accuracy but low fluency and frequency, while Impulsive learners have high oral fluency and speaking times but low accuracy. The fourth part is the teaching strategy research.This section proposes targeted strategies from three aspects: teachers, teaching information and media, and tests the effectiveness of these strategies. The author believes that those methods can help improve Reflectivity learners' oral fluency and speaking times: eliminating the anxiety of Chinese learners, improving knowledge recurrence rate, quantifying teaching evaluation, enriched and simplified PPT and etc. Meanwhile, targeted voice training, more interaction between teachers and students, PPT with picture, text and sound can improve the oral accuracy of Impulsive learners. These strategies have significantly improved the oral fluency and speak times of Reflectivity learners, while Impulsive learners shows a small improvement in oral accuracy. That means teaching strategies for Impulsive learners still need to be further improved. |
| 参考文献总数： | 98 |
| 作者简介： | 陈黎娜，女，主要研究方向为汉语教学及文化传播，有4年海外汉语教学经验，读研期间与他人合著论文《从汉字发展历程与功能看汉字成为世界通用文字的可能性》 |
| 馆藏地： | 总馆B301 |
| 馆藏号： | 硕045300/22003Z |
| 开放日期： | 2023-06-13 |
谷歌
