摘要
本文基于二语习得研究中的"输入-互动-输出"模型,构建"解读-改编-创演"的戏剧汉语教学模式。"解读"侧重可理解的交际输入,"改编"重点强调互动和创造,"创演"是交际输出的集中体现。虽然每个阶段都各有侧重,但各环节都是一个包含"输入-互动-输出"的完整过程。在"输入-互动-输出"循环递进的过程中,学习者的主动性和创造性得以充分发挥,实现了语言交际能力的较大提升。文章以国内一高校针对高级水平汉语二语学习者的戏剧汉语课为例,展现了其课程设计、操作方法及教学效果,希望能为汉语二语教师运用戏剧教学法提供参考。
Based on the Interaction Hypothesis （input-interaction-output model） in SLA research, this paper constructs a drama model of Chinese teaching which contains the phases of reading, adapting and creative performing. Reading lays special emphasis on comprehensible communicative inputs; adapting gives extra weight to interaction and crea- tion;and creative performing is the concentrated display of communicative outputs. Al- though each phase has its own focus, each also represents a complete course of input-inter- action-output. The circulative progression of this input-interaction-output course can give full play to the learners＇ initiative and creativity, and considerably enhance their language communicative competence. Taking as an example the drama-in-Chinese-teaching curricu- lum tailored for advanced CSL learnersby a Chinese university, this paper shows its curriculum design, operation method and teaching effects, with an attempt to provide some useful reference for Chinese second language teachers to use the drama model in their teaching.
出处
《世界汉语教学》
CSSCI
北大核心
2017年第2期229-241,共13页
Chinese Teaching in the World
基金
教育部人文社会科学重点研究基地重大项目(项目编号:15JJD740006)
北京语言大学梧桐创新平台项目(中央高校基本科研业务专项资金)(项目编号:17PT02)的资助
关键词
戏剧教学法
汉语作为第二语言教学
教学模式
drama model of teaching, teaching Chinese as a second language, teaching model
