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汉语作为第二语言的教学走出国门,面向世界,给国内外所有从事汉语教学的教师提出了一个三位一体的新课题:如何面对多元共存的语言教学理论、多元文化的教学环境和多元背景的“二语”学生?前者涉及对理论更新的态度和理解,后者与语言教学实践活动的变化息息相关。本文将以多元理论对二语课程和方法的影响为出发点,揭示“教学模式”和“课程-方法”的内在关系,探讨教学模式的基本定义,及其应当具备的元素和特点。在确定模式的基本框架之后,介绍一个著名的西方教学模式,以便激发对模式定义更为深入的讨论,并创建一个教学模式作为参考案例,以便达到抛砖引玉的目的。
As a second language teaching, Chinese goes abroad and faces the world, putting forward a new trinity issue to all teachers both in China and abroad who engage in Chinese teaching: how to deal with the coexistence of multi-language teaching theory, multi-cultural teaching environment and multi- “Second language” students? The former involves a renewed attitude and understanding of theory, which is closely related to changes in the practice of language teaching. Based on the influence of multiple theories on second language courses and methods, this article will reveal the inherent relationship between “teaching mode” and “course-method”, discuss the basic definition of teaching mode and its elements and characteristics . After defining the basic framework of the model, introduce a well-known Western teaching model to stimulate deeper discussion of the definition of the model and create a teaching model as a reference case in order to serve the purpose of getting started.