论文部分内容阅读
为了改变长期以来我国大学日语精读课以教师为中心、以学习语法知识为教学内容的传统模式,笔者在日语精读课的应用练习课中导入了小组活动,从话语功能的角度对小组活动的实态进行了分析。分析结果表明,在小组活动中学习者依靠自己的力量在管理、推动着学习,真正地成为学习的主体,出现了许多在教师“一言堂”的课堂上不可能出现的现象。此外,通过对会话活动和翻译活动的差异进行分析发现,在小组活动实施之前,做好充分的准备活动是十分重要的。充分的准备活动可以推进小组活动中的学习,深化学习过程。
In order to change the long tradition of intensive Japanese language intensive reading in universities in our country and the traditional pattern of learning grammar knowledge as the teaching content, the author has introduced the group activities in the applied practice class of Japanese intensive reading classes. From the perspective of discourse function, State was analyzed. The analysis results show that in the group activities, learners rely on their own strength to manage and promote learning, and truly become the main body of learning, there are many phenomena that can not occur in teachers’ classrooms. In addition, an analysis of the differences between conversational and translating activities reveals that it is important that adequate preparatory activities be conducted prior to the implementation of the group’s activities. Adequate preparatory activities can promote learning activities in group activities and deepen the learning process.