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International Chinese Teaching Methods and Techniques for Teaching Reading and Writing
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Author:
Tian Ran
;
Language:
Chinese
Page:
171
Publication Date:
03/2014
ISBN:
9787561937716
Publisher:
Beijing Language and Culture University Press
Series:
International Chinese Teaching
Details
Level:
Chinese Teachers (TCSL), 汉语研究者
Table of Contents
第1章读写技能训练的理念与原则
第1.1节读写技能训练的理论阐释
1.1.1阅读理解是一种语言输入
1.1.2阅读理解是一种高级复杂的认知行为
1.1.3汉语阅读教学的重要任务
1.1.4阅读后需要进行写作能力的训练
1.1.5写作是更为复杂的书面交际能力
1.1.6写作教学的任务
第1.2节读写训练的原则
1.2.1从输入到输出的总体原则
1.2.2以学生为学习主体的原则
1.2.3以教师为掌控主体的原则
第1.3节读写技能训练的主要方式
1.3.1从读人手,先读不写
1.3.2读写结合
1.3.3写作的提升与能力拓展
第2章从读入手,先读不写的阅读训练
第2.1节理论依据与教学训练现状
2.1.1阅读优先教学法的理论依据
2.1.2阅读的相关理论
2.1.3阅读教学训练现状
第2.2节阅读技能的训练方法
2.2.1阅读书面内容的训练
2.2.2阅读实用图片的训练
2.2.3阅读方式的训练
2.2.4阅读环节的训练
2.2.5阅读猜测能力的训练
2.2.6阅读理解能力的训练
第2.3节阅读教学中的几个要点问题
2.3.1教学难点
2.3.2教学中要注意的问题
第3章读写结合、读后写、以读促写的训练
第3.1节本教学法的理论依据与教学现状
3.1.1基于“输入假设
模仿式写作
3.1.2适用于初级阶段的写作教学理论
3.1.3写作教学现状
第3.2节读后写内容的训练与评价标准
3.2.1“读后写”内容的训练
3.2.2读后写的评价标准
第3.3节“读后写”方式的训练
3.3.1读后辨识圈写答案
3.3.2读后抄写
3.3.3读后仿写
3.3.4读后按情境写
3.3.5读后联想写
3.3.6读后默写
3.3.7读后填写
3.3.8读后缩写
3.3.9读后扩写
3.3.10读后排序写
3.3.11读图片后写
第3.4节“读后写”环节的训练
3.4.1阅读环节
3.4.2范文的分析讲解
3.4.3汉语写作知识的讲解
3.4.4写作任务的导人讲解
3.4.5学生进入写作实践
3.4.6写后教师的任务
第3.5节读写结合教学中的几个要点问题
3.5.1教学难点
3.5.2教学中要注意的问题
第4章写作能力的拓展训练
第4.1节本教学法的理论依据
4.1.1任务法写作
4.1.2任务法写作与控制法写作的综合运用
第4.2节训练项目与方法
4.2.1应用文写作
4.2.2不同文体的写作
第4.3节写作教学中要关注的篇章问题
4.3.1篇章中的省略问题
4.3.2篇章中的语法问题
4.3.3篇章中的词汇场问题
结语
参考文献
后记
Sample Pages Preview
2.3.2.2结合学习目的运用不同训练方式
我们在前面讲了许多训练方式,但具体到课堂上,还需要教师视情况而定。
(1)技能训练的单项运用
有时,不同的教学目的、不同的技能培养,要求教师选择不同的训练方式。比如我们今天要找数字,那么就采取跳读的方式,学生直奔主题即可;再比如今天的课文层次清楚,段落分明,我们要找关键句子,那么我们就用略读的方式;如果今天是汉字偏旁的猜测,那么就要将讲解和练习结合起来,将文化与语言结合起来。
(2)技能训练的综合运用
更多的时候,是多项技能的综合训练。比如读句子:“今天他上街买了衬衫啊、领带啊、裤子啊很多东西。”句子有点长,我们可以先跳读:他今天买什么了?好的,是“买——东西”。教师可以带领学生迅速找到核心动词和宾语。然后,学生大概不知“衬衫、裤子”的含义,但根据猜测技巧,“买东西”,可以判断哪些是他买回家的物品。根据汉字偏旁规律,“衣”字旁,可以猜测到,一定是一种衣服。
这里我们就用到了——猜测法、跳读寻找主干法等技巧。
还有在读文章的时候,有的段落可以精读,有的段落可以略读,有的段落可以查读某个信息就好了,这里,我们用了——精读、跳读、查读技能结合的方法。
教学有法而无定法,需要教师灵活掌握。
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