摘要
回顾对外汉语词汇教学的相关理论,大多数研究是针对词汇本身的特点或词汇的教学法进行研究,却忽略了学习者的认知发展,也就是学习者的主体因素对教学的影响。鉴于此,依据认知负荷理论从人的认知机制出发,针对汉语作为第二语言教学,有效遵循学生的认知规律,考察如何将认知负荷理论应用于对外汉语教学。具体讨论如何运用认知负荷理论来调动学习者的主动性,如何发挥学习者的认知负荷效应,进而达到最优的教学效果,使学习者能够较为轻松地学习汉语,文章提出了一系列互补且相互印证的教学策略。从学生学什么(教学内容)、怎么学(教学策略)的角度出发,选用初级汉语教材中的词汇作为具体教学分析对象,应用认知负荷理论提出提高课堂教学效率的有效方法。
A review of the relevant theories of vocabulary teaching in teaching Chinese as a foreign language(TCFL)reveals that most related studies have focused on lexical features or related teaching methods rather than on students'cognitive development.The paper discusses TCFL from the perspec-tive of human cognitive mechanism in the cognitive load theory,and the successful application of this theory for arousing learners'initiatives and stimulating their cognitive load effect in order to achieve the best learning results.It also proposes a series of complementary and interactive teaching strategies in order to improve Chinese learning.It adopts some vocabularies from the primary Chinese textbooks as the research obj ect based on the cognitive load theory and proposes the relevant teaching strategies for improving classroom teaching.
出处
《云南师范大学学报（对外汉语教学与研究版）》
2014年第5期13-24,共12页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
关键词
认知负荷
对外汉语
词汇教学
教学策略
cognitive load
Chinese as a foreign language
vocabulary teaching
teaching strategy
