| 中文题名： | 新西兰小学汉语最优化教学设计与实施研究—基于学院街示范小学的实践 |
| 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： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 海外汉语教学 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-08 |
| 答辩日期： | 2021-06-08 |
| 外文题名： | DESIGN AND IMPLEMENTATION OF THE OPTIMAL TEACHING OF CHINESE IN NEW ZEALAND PRIMARY SCHOOLS—BASED ON THE PRACTICE OF COLLEGE STREET NORMAL SCOOL |
| 中文关键词： | |
| 外文关键词： | Teaching Chinese in New Zealand primary schools ; Optimize ; Teaching design ; Teaching experiment ; Empirical research |
| 中文摘要： |
本文是围绕“最优化”教学设计的探索和实施而展开的实证性研究，结合苏联教育家巴班斯基的教育教学过程最优化理论和新西兰本土小学的汉语学习需求特点，据此探索符合学院街示范小学的汉语综合课课程设计模式，以提高汉语教学效率，优化教学质量。绪论部分是对研究背景、研究方案和研究现状的介绍，通过对本文选题缘由和现状的分析，确定了研究思路和方案。第二章是目标学校的最优化教学设计前端分析，从教学的外部情境出发，具体概述了学院街示范小学的汉语课设置、师资、教学资源现状以及汉语教学中存在的问题。针对该校汉语课现状，笔者提出了最优化教学设计的实体方案和检验方式。首先，明确了三个优化设计方向，即从内容、过程和策略上对汉语综合课进行整体的优化设计；其次，通过问卷调查的方式收集了学生对已呈现和实施的优化教学活动的满意度数据，根据量化数据优选颇受学生欢迎的教学活动和教学策略作为最优化教学设计的填充，并确定了优化设计的教学原则和教学方法；最后，本文采用了对照实验的方法验证最优化教学设计的效果，实验设计中确定以“食物”为话题，“点餐”为主要交际功能的教学目标，并同时对照组和实验组受试者进行为期10周的传统教学模式和最优化教学模式下的汉语综合课教学实践。文中展示了以教学内容、教学过程和教学策略为优化重点汉语教学实验案例与分析，通过课堂观察和记录，学生测验和教师访谈反馈对两组学生的表现进行综合比对得出：使用最优化教学设计的实验组受试者的课堂表现、测验成绩和词汇输出量整体上优于对照组学生。据此，本文从教学内容、教学过程、教学策略对小学汉语综合课最优化设计提出了具体建议。通过全文研究论证，可以得出以下结论：（1）经过前端分析，从教学内容、教学过程和教学策略三个角度展开的最优化汉语教学设计符合该小学汉语课程定位不清晰、教学实施缺乏系统性和连贯性和教学效率不高的现状，其中经过优化的教学环节和策略得到了学生的认可与好评。（2）针对同一班级内44名学生的对照教学实验检验了最优化教学设计的适用性与有效度，对教学过程和教学效果的反馈信息显示，在最优化的教学设计实施过程中和实验之后，实验组受试者的课堂表现、测验成绩和词汇输出量整体上优于对照组学生，一定程度上说明最优化的教学设计有利于增强学习效果。（3）在进行优化教学设计时，首先应在对不同水平的教学对象进行教学目标分层设计的基础上和教学大纲的指导下，从目标学校的课程设计和学生生活的语言情境中优选合适的教学内容；其次在观摩学习初步形成汉语教学组织形式和教学过程之后，降低教学成本是达到过程优化的重点，需要在合理调控时间成本、遗忘成本和前功尽弃成本的基础上控制汉语教学投入，并随时进行课堂活动的监测和调控工作；最后再分别从延展课堂活动、情感与游戏刺激、外化活动视域对组织学习、刺激学习、检查学习的教学策略进行优化。（4）在控制教学成本的基础上追求汉语教学法效力最大化是最优化教学设计的核心，能记录学习成果的长期奖励机制能够调动并维持学生的汉语学习积极性，以促进教学方法和策略发挥最大作用。本文的研究是围绕笔者教学实践中遇到的问题而展开实施的，是立足于新西兰学院街示范小学汉语教学现状的实证性研究。研究证明，最优化教学设计符合该小学兴趣课的性质和课时量少的现状，有利于改进当地的汉语教学质量，对于初创阶段的小学汉语综合课设计有借鉴意义。
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| 外文摘要： |
This article is an empirical research on the exploration and implementation of the “optimization” instructional design, combining the Soviet educator Babanski’s theory of optimization of the education and teaching process and the characteristics of Chinese learning needs in New Zealand’s local primary schools. The research background, research plan and research status have been introduced in the first chapter. A preliminary research plan is formulated and the feasibility of the research is demonstrated after that. The second chapter is the front-end analysis of the optimized teaching design of the target school. Starting from the external situation of teaching, it specifically summarizes the Chinese language course setting, teachers, teaching resources, and the existing problems in Chinese teaching of the College Street Normal School (CSNS). According to the current situation of the Chinese courses in this school, the author puts forward the entity plan and inspection method of the optimized teaching design. First, three optimization design directions are clarified, that is, the overall optimization design of Chinese comprehensive courses in terms of content, process and strategy; second, the satisfaction of students with the presented and implemented optimization teaching activities is collected through questionnaire surveys. According to the quantitative data, game activities and teaching strategies that are popular with students are selected as the filling of the optimized teaching design, and the teaching principles and teaching methods of the optimized design are determined; finally, this article uses the method of control experiments to verify the optimized teaching design in the experimental design, “food” is determined as the topic, and “ordering” is the main communicative function of the teaching goal. At the same time, the control groups and the experimental groups took the traditional teaching mode and the optimized teaching mode for 10 weeks’ teaching practice of comprehensive Chinese courses. The article presents a case and analysis of Chinese teaching experiments that focus on the optimization of teaching content, teaching process and teaching strategies. Through classroom observation and recording, student test and teacher interview feedback, a comprehensive comparison of the performance of the two groups of students is obtained: use optimization classroom performance, test scores and vocabulary output of subjects in the experimental groups of teaching design were better than those of the control groups. Based on this, this article puts forward specific suggestions for the optimal design of primary Chinese comprehensive courses in terms of teaching content, teaching process, and teaching strategies. Through the full text research and demonstration, the following conclusions can be drawn: (1) Through front-end analysis, the optimized Chinese teaching design from the three perspectives of teaching content, teaching process and teaching strategy is in line with the current situation of unclear Chinese curriculum positioning, lack of systematic and coherent teaching implementation, and low teaching efficiency in this elementary school. Among them, the optimized teaching links and strategies have been recognized and praised by students; (2) A controlled teaching experiment with 44 students in the same class tested the applicability and effectiveness of the optimized teaching design, which has an impact on the teaching process and teaching effect. The feedback information showed that during the implementation of the optimized instructional design and after the experiment, the experimental group subjects’ classroom performance, test scores and vocabulary output were generally better than those of the control group, indicating the optimized instructional design to a certain extent is helpful to enhance the learning effect; (3)When optimizing teaching design, firstly, based on the hierarchical design of teaching objectives for teaching objects of different levels and under the guidance of the syllabus, appropriate teaching content should be selected from the curriculum of the target school and the language context of student life; Secondly, after the initial formation of the Chinese teaching organization and teaching process for observing and learning, reducing teaching costs is the focus of process optimization. It is necessary to control the investment in Chinese teaching on the basis of reasonable control of time cost, forgetting cost and cost of previous efforts, and conducting classrooms at any time Monitoring and control of activities; Finally, the teaching strategies of organizing learning, stimulating learning, and checking learning are optimized from the perspective of extended classroom activities, emotional and game stimulation, and externalized activities. (4) Studies have proved that the pursuit of maximizing the effectiveness of Chinese teaching methods on the basis of controlling teaching costs is the core of optimal teaching design, and the long-term reward mechanism that can record learning results can be mobilized and to maintain the students' enthusiasm for learning Chinese to promote teaching methods and strategies to play their best role. The research in this article is carried out around the problems encountered in the author's teaching practice. It is an empirical research based on the status quo of Chinese teaching at CSNS in New Zealand. Research has proved that the optimized teaching design is in line with the nature of the primary school’s interest courses and the current situation of short class hours, and is conducive to improving the quality of local Chinese teaching, hoping to be of reference significance for the construction of comprehensive Chinese courses in primary schools at the initial stage.
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| 参考文献总数： | 89 |
| 馆藏号： | 硕045300/21072 |
| 开放日期： | 2022-06-08 |
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