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在课程设置时,对课型之间的先后顺序问题往往关注较少。本研究关注分技能教学课型之间的先后顺序是否会对教学效果产生影响的问题。通过对泰国孔敬大学商贸汉语专业本科一年级的两个平行班分别进行为期5个月的“听说领先”“读写领先”模式的教学实验,发现“读写领先”模式下学生听说技能提高明显。本研究还对泰国本土汉语教师暑期培训班学员进行了为期15天的短期观察,也发现“读写领先”模式对于听说技能提高有所帮助。该实验表明深层次输入输出训练如能很好地设置和控制,可对浅层次输入输出训练起到很好的推动作用。故进行课程设计时,需考虑过去所常常忽略的课程顺序问题。
When setting up the course, the order of the lesson type often pay less attention to the problem. This research focuses on the issue of whether the order of skill-based instructional classes will affect teaching effectiveness. Through a five-month teaching experiment on two parallel classes of the first year of undergraduates majoring in Business Chinese at Khon Kaen University in Thailand, we found that “reading and writing leading [ ”Mode to improve the skills of students to hear and pronounce. This study also conducted a 15-day short-term observation on summer training courses for local Chinese language teachers in Thailand. It also found that “reading and writing leading” mode is helpful for improving listening and speaking skills. The experiment shows that deep-level input-output training can be well set and controlled, which can play a good role in promoting shallow input-output training. Therefore, when designing a course, it is necessary to consider the order of the courses that are often overlooked in the past.