戏剧在二语教学中的整合功能——基于一项海外汉语教学的案例分析  

Drama’s Integration Function in TCSL:A Case Study of Chinese Language Teaching in Bard College at Simon’s Rock

作　　者：张连跃[1,2] 

机构地区：[1]北京语言大学对外汉语研究中心,100083 [2]青岛大学汉语言学院,266071

出　　处：《语言教学与研究》2013年第1期23-30,共8页Language Teaching and Linguistic Studies

基　　金："北京语言大学研究生创新基金项目(中央高校基本科研业务费专项资金)"资助

摘　　要：本文是对美国巴德分校一项汉语教学实践的总结。该项目以戏剧为依托,用"文本学习"、"排练表演"和"反思输出"贯穿整个学期和不同年级的汉语教学。这种用戏剧贯穿的教学模式充分发挥了戏剧自身的整合功能,即戏剧中语言与文化的结合、知识与能力的结合。此外,运用戏剧教学也能整合学期课程安排和不同年级的课程设置,实现当前学习与持续学习的结合,从而有利于从整体上推进二语教学。Abstract This article reports a case study of using full-scale authentic-text drama for Chinese language teaching conducted in Bard College at Simon＇ s Rock in the USA. The drama pedagogy process contains three phases： text study, rehearsal and performance, and reflection production, which was conducted for a whole semester and combined all different levels of Chinese language learning together. Based on the observations of all involved, the author maintains that applying full- scale drama in language teaching may fully reveal drama＇ s integration function, that is, it can in- tegrate language and culture different levels of curriculum ma＇ s integration function is , as well as knowledge and ability. Also, using drama can coordinate to achieve long-term learning as well. The findings indicate that dra- useful for second language teaching in general.

关 键 词：戏剧教学法 整合功能 汉语作为第二语言教学 

分 类 号：H195[语言文字—汉语]