摘要
传统的中级汉语综合课重视教师的"教",注重词汇和语法等语言要素的教学,没有突出学习者的学习主体地位,对学习者创造性运用汉语进行交际的能力关注不够,导致学习者语言交际能力不强,缺乏语言学习的成就感。探究式教学突出学习者的主体地位,重视课文(语段)和文化内容的探究,能将固定化语言知识和创造性语言运用实现有机结合,分阶段、灵活运用各种教学方法,重视探究性思维的培养,促进汉语作为第二语言教学的发展。
The traditional intermediate Chinese class attaches importance to the teaching of such language ele- ments as teachers＇ ＂teaching＂, vocabulary and grammar. It does not highlight the subjective position of learners and does not pay enough attention to the ability of learners to communicate creatively in Chinese, which leads to the poor language communication ability of learners and the lack of achievements in language learning. Inquiry teaching empha- sizes the subjective position of learners, attaches importance to the exploration of the text （discourse） and cultural con- tent. It can organically combine the fixed language knowledge with the creative language application, flexibly use vari- ous teaching methods in stages and value the cultivation of inquiry thinking to promote the development of Chinese teaching as the second language.
作者
周艳芳
ZHOU(Sinologisch Institute of Dalian Yan-fang University of Foreign Language)
出处
《教育理论与实践》
CSSCI
北大核心
2018年第30期43-44,共2页
Theory and Practice of Education
关键词
中级汉语综合课
探究式教学
创设情境
教学内容
教学方法
探究性思维
intermediate Chinese comprehensive course
inquiry teaching
creating situations
teaching content
teaching method
inquiry thinking
