基于蒙特梭利教学法的幼儿对外汉语教学研究分析教育教学专业.docx

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1、摘要汉语热在全球范围内持续升温，中国对外汉语教学事业的发展成绩显著。但这仅仅体现在成人对外汉语教学之上。幼儿对外汉语教学作为重要的组成部分，研究进程相对缓慢，并没有专门针对幼儿汉语教学的模式与方法。纵观当下学习汉语的外国幼儿越发增多，在一定程度上推动了幼儿汉语教学的发展。本文结合实际情况，将幼儿对外汉语教学与蒙特梭利教学法相结合，以相关研究理论为前提，对外籍儿童汉语学习的特点进行深入挖掘，尝试找寻其精髓，探索适合外籍儿童汉语教学的方法，并总结教学结果。本文第一章为绪论部分，主要内容包含了研究背景与意义，此外还对本文课题进行了理论性的综述，阐明现状发展，总结研究成果。介绍整个课题研究所涉及到的思

2、路与方法；以理论为基础参考，将其融入到实践中，对汉语教学作出展望。结合蒙特梭利教学法的使用案例，探讨外籍儿童汉语教学问题，力求为以后研究提供借鉴。第二章为蒙氏教育在实践中的应用，观察研究外籍儿童汉语课程设计。了解此教学方法具备的价值取向。其中包含了教学方法使用时，目标的设置，相关措施的实施以及对课程的评价标准。无论是拼音、词汇、阅读还是口语都需结合案例进行实际观察，并解释说明相关结果。基于蒙特梭利教学法的幼儿对外汉语教学调查。以A市几所国际幼儿园为对象，结合实际设计调查问卷。了解蒙氏教学法对中外幼儿学习汉语带来的影响，教师对此教学法应用的态度，将理论结合实践，阐明教学原则与教师观、幼儿观。掌握

3、教学环境、工具、内容、角色、方法。最终统计调查结果，分析蒙特梭利教学法在中国应用的现状与取得的成绩。第三章为基于蒙特利教学法教学所发挥的作用进行对比研究。通过国际幼儿园课堂教学观察，整合不同形式的教学案例。对于外籍儿童来讲，汉语教学作为第二语言教学活动具备哪些典型特征，适合采用怎样的教学方法教学。而中国国内幼儿的教学与外籍幼儿的教学是否会产生异样，能否在定的方法下促使两者达到均衡。以语言学习规律为前提，再融入蒙氏教学模式进一步展开操作。参考国际幼儿园普通课堂结果，证明蒙氏教学法的优越性。与传统教育模式形成对比，论证蒙特梭利教学法适用于幼儿对外汉语教学。第四章为幼儿汉语教学模式提出一定的建议。拼

4、音、口语、汉子、阅读、整合教学这五个部分，分别对应不同的教学方法，与蒙氏教学相融合。理论为前提，实例为辅助,探析儿童汉语教学模式。最后为小结，总结概括全文。与蒙氏教学法相关的教学环境，以及实践中蒙氏教学法的发展情况。反思本文存在的不足与缺点，概括观察研究相关成果。展望蒙氏教学法在对外教学汉语中的应用。关键词：蒙特梭利教学法；对外汉语教学；幼儿汉语；第二语言学习；外国幼儿AbstractTheChineselanguagefevercontinuestoheatupallovertheworld,andthedevelopmentofteachingChineseasaforeignlangua

5、geinChinahasmaderemarkableachievements.AsanimportantpartofteachingChineseasaforeignlanguagetochildren,theresearchprocessisrelativelyslow,andthereisnospecificmodelandmethodforteachingChinesetochildren.Throughoutthepresentsituation,moreandmoreforeignchildrenarelearningChinese,whichpromotesthedevelopme

6、ntofChineseteachingforyoungchildrentoacertainextent.ThispapercombinestheteachingofChineseasaforeignlanguageforchildrenwithMontessoristeachingmethod.Onthepremiseofrelevantresearchtheories,itdigsdeeplyintothecharacteristicsofforeignchildrensChineselearning,triestofinditsessence,exploresthemethodssuita

7、bleforforeignchildrensChineseteaching,andsummarizestheteachingresults.Thefirstchapterofthispaperistheintroductionpart.Themaincontentincludestheresearchbackgroundandsignificance.Inaddition,itgivesatheoreticaloverviewofthistopic,clarifiesthecurrentsituationanddevelopment,andsummarizestheresearchresult

8、s.Thispaperintroducestheideasandmethodsinvolvedinthewholeresearchproject,andputsthemintopracticeonthebasisoftheoryandmakesaprospectforChineseteaching.BasedonthecaseofMontessoriteachingmethod,thispaperexplorestheproblemofChineseteachingforforeignchildren,andtriestoprovidereferenceforfutureresearch.Th

9、esecondchapterisabouttheapplicationofMontessorieducationinpractice,observingandstudyingtheChinesecurriculumdesignofforeignchildren.Understandthevalueorientationofthisteachingmethod.Itincludesthesettingofteachingobjectives,theimplementationofrelevantmeasuresandtheevaluationcriteriaforthecoursewhentea

10、chingmethodsareused.BothPinyin,vocabulary,readingandspokenEnglishneedtobeobservedincombinationwiththeactualcase,andexplaintherelevantresults.AsurveyofchildrensteachingChineseasaforeignlanguagebasedonMontessoriteachingmethod.TakingseveralchildrenseducationcentersinAcityasobjects,thequestionnairewasde

11、signedaccordingtotheactualsituation.TounderstandtheimpactofMontessoristeachingmethodonchildrenslearningChineseathomeandabroad,teachersattitudestowardstheapplicationofthisteachingmethod,combiningtheorywithpractice,expoundteachingprinciples,teachers1andchildrensviews.Mastertheteachingenvironment,tools

12、,content,rolesandmethods.Thefinalstatisticalsurveyresults,analysisofthecurrentsituationandachievementsofMontessoriteachingmethodinChina.ThethreechapterisacomparativestudyoftheroleplayedbyMonterey-basedteachingmethod.Throughclassroomteachingobservationinchildrenseducationcenter,differentformsofteachi

13、ngcasesareintegrated.Forforeignchildren,whatarethetypicalcharacteristicsofChineseteachingasasecondlanguageteachingactivityandwhatteachingmethodsaresuitableforthem.Whethertherewillbeanydifferencebetweendomesticandforeignchildrensteaching,andwhethertheycanbebalancedinacertainway.Onthepremiseofthelawof

14、languagelearning,furtheroperationiscarriedoutwiththeintegrationofMontessoristeachingmode.AcomparativestudyofMontessoristeachingmethod.ReferringtothegeneralclassroomresultsoftheChildrensEducationCenter,itprovestheadvantagesofMontessoristeachingmethod.Incontrastwiththetraditionaleducationmodel,thispap

15、erdemonstratesthatMontessoriteachingmethodissuitableforchildrensteachingChineseasaforeignlanguage.Chapter4putsforwardsomesuggestionsforforeignchildrensChineseteachingmode.ThefivepartsofPinyin,OralEnglish,Man,ReadingandIntegrationleachingcorrespondtodifferentteachingmethodsandareintegratedwithMontess

16、oriTeaching.Onthepremiseoftheoryandassistedbyexamples,thispaperexplorestheteachingmodeofChineseforforeignchildren.Finally,itsummarizesthefulltext.TheteachingenvironmentrelatedtoMontessoristeachingmethodandthedevelopmentofMontessoristeachingmethodinpractice.Reflectontheshortcomingsandshortcomingsofthispaper,andsummarizetherelevantresultsofobservationandresearch.LookingforwardtotheapplicationofMontessori1SteachingmethodinteachingChineseasaforeignlan