|
|
发表于 2007-11-6 20:03:03
|
显示全部楼层
是硕士研究生学位论文么？不错的选题！选题较新。
查了一下网络资源：
论对外汉语教学模式的构建——由美国明德大学汉语教学谈起
The Construction of Approaches of Teaching Chinese as a Foreign Language
<<汉语学习 >>2006年04期
汲传波
本文认为明德大学的汉语教学经验已经形成一套汉语教学模式,具备整体性、理论性、简明性、可操作性、创新性和明晰的目的性等特点.文章指出国内对外汉语教学模式存在四个问题:缺乏理论总结,缺乏危机意识,缺乏品牌意识,宣传、推广力度不够.文章最后谈到如何构建对外汉语教学模式及构建对外汉语教学模式在提高教学质量、师资培训等方面的意义.
关键词： 教学模式 , 操练 , 构建 , 意义
来源：http://scholar.ilib.cn/Abstract.aspx?A=hanyxx200604011
---------------------
浅析美国高校汉语教学模式与特点
<<甘肃科技纵横 >>2005年03期
胡文成
通过搜索引擎查询、分析网络资源中相关课题,并参考目前国内外的对外汉语教学期刊的基础上,针对美国高校的汉语教学模式和特点,逐一对部分大学的汉语教学进行比较和总结.文章拟从中国对外汉语教学发展和美国汉语教学的变化出发,分以三个部分阐述了美国大学汉语教学的几种模式及其特点,以期对我国大陆高校的对外汉语教学模式提供一些借鉴和参考.
关键词： 对外汉语教学 , 美国 , 模式 , 华文 ,
来源：http://scholar.ilib.cn/Abstract.aspx?A=gskjzh200503123
----------------------
资源名称：对外汉语教学法
资源类型：学术讲座
关 键 词：汉语教学 明德模式
更新时间：2006年11月22日
资源简介：David B. Honey 韩大伟
对外汉语教学：以明德模式(Middlebury Model)为例
I. 已往汉语教学法的回顾
1. Grammar-Translation (1840s-1940s).
-close reading, grammatical analysis, translation into foreign language
2. Audiolingual Approach (1930s-1960s).
-structural linguists, behavioral psychology, language is set of linguistic skills
3. The Community Language Learning/Counseling Learning (1976)
-human relationships, language is a social process
4. The Natural Approach (1983)
-Comprehension first, then production follows naturally
-Communication goals, not grammar points
5. The Proficiency Approach (late 1970s)
-goal is proficiency in language, method less important
-language taught in meaningful contexts, authentic reading materials
II. 明德模型(Middlebury Model)
http://www.middlebury.edu/academics/ls/chinese/program
i. history 陈大端
ii. language pledge 语言誓约
iii. placement exams, exit exams (written and oral):
-Oral Proficiency Interview (OPI), floor, ceiling
-functions: narration, description, comparison, handle problems, defend opinion
-co-curricular activities (=extra-curricular)书法、诗歌朗诵、民间舞、歌唱班、中国节、中国烹饪、象棋、麻 将、广播、爬山等
1. 1st year: 提要
"This course is designed to help students develop functional language ability in spoken and written Mandarin Chinese in order to meet the basic needs in their personal and academic lives requiring the use of Chinese.Activities designed for the course include intensive drills on sounds and tones, vocabulary, grammatical constructions, and traditional and simplified characters in meaningful contexts. There is extensive practice in using Chinese in culturally authentic situations. Both pedagogically prepared texts and authentic materials including a wide variety of realia will be used in this course."
-"survival Chinese"
-大班课(两节)：语法、汉字/读写(modals for writing)
-小班课(五、六个)：苦练(drill 1)复习昨天的语法，
(drill 2)练习该天的大班课语法
-aim and content of drills, 语境
-error correction
-no English explanation, only drilling in Chinese
2. 2nd Year: spiralling 向上螺旋
"This course is designed for students who have successfully completed a rigorous one-year college course in spoken and written Mandarin Chinese, or its equivalent. While many of the linguistic tasks students will learn to handle are similar to those of Level I, the level of language required to carry out these tasks is more advanced. In this course, students will be required to comprehend and produce paragraph-level Chinese. Rigorous practice of spoken and written Chinese in complex communicative activities will be complemented by intensive drills to fine-tune pronunciation, expand vocabulary, and internalize more complex grammatical constructions. Students will also do intensive reading of expository writings on a variety of cultural topics. This course is conducted in Mandarin Chinese."
3. 3rd Year: 精读，媒体，写作
"Designed for students who have completed two years of college-level training in Chinese, this course aims to help students solidify their ability to comprehend and produce paragraph-level Chinese. It seeks to enable students to understand face-to-face conversations on most familiar topics, give factual accounts, read materials written in formal shumianyu Chinese, and write simple essays, reports, and all types of correspondence. Authentic materials, including newspaper, radio. The course is conducted in Mandarin Chinese."
4. 4th Year: 精读，泛读，时事，书面语写作
"This course is designed to help students comprehend and produce discourse-level Chinese characterized by factual, as well as abstract, elaboration on most familiar and some unfamiliar topics. Authentic materials are used exclusively and the course is conducted in Mandarin Chinese. It is designed for students who have completed three years of training in all four skills. In this course, students will read rigorously both literary and non-literary texts written in advanced shumianyu language on a wide range of topic areas related to current events, social sciences, history and literature. Students will be required to write extensively in the expository style, and their written work will be corrected and discussed in individual sessions."
5. 5th Year: 精读，文言文，时事
"This course, conducted entirely in modern Mandarin, is an introduction to classical Chinese. It is designed for students with no previous training in the classical language who have a minimum of three years of training in modern Mandarin. While the focus of the course is on training students to read classical Chinese, the method of instruction serves simultaneously to enhance proficiency in the vernacular. This is achieved by comparing classical Chinese with modern Chinese in the areas of lexicon, syntax, semantics, and cultural context. Materials to be covered in this course are selected from the vast store of classical texts, ranging from the Analects of Confucius to 19th-century court documents."
III. 在楊百翰調整過的明德模式(Modified Middlebury Model at Brigham Young University)
1. Fact/Act （一、二年级）
Act (Student Centered):
周一：背诵的对话
周三：苦练
周五：自编的对话
Fact (Teacher Centered):
周二：文法分析，词汇
周四：小考，阅读 |
|
IP卡
狗仔卡
发表于 2007-11-6 18:59:22
提升卡
置顶卡
沉默卡
喧嚣卡
变色卡
显身卡
发表于 2007-11-6 20:34:33
楼主