“应然”与“实然”:初级汉语语法教学结构和过程研究  

Ideal and reality:A study on the structure and process of elementary Chinese grammar teaching

作　　者：郑艳群[1] 袁萍 Zheng Yanqun;Yuan Ping

机构地区：[1]北京语言大学对外汉语研究中心,100083 [2]中央民族大学国际教育学院,100081

出　　处：《语言教学与研究》2019年第1期1-11,共11页Language Teaching and Linguistic Studies

基　　金：北京市社科基金重大项目"大数据视角下汉语课堂教学建模研究"(15ZDA33);教育部人文社会科学重点研究基地重大项目"汉语国际传播资源与推送平台研究;开发与应用"(16JJD740004)资助

摘　　要：语法教学的结构和过程问题是语法教学的基本问题。许多学者对汉语语法教学的结构构件、结构类型和过程类型做了阐述,我们将之视为"应然"研究;与此同时,根据《汉语教学数据库》可以开展"实然"研究,并在此基础上对两者进行对比分析。本研究可视为运用教育数据挖掘的方法探讨汉语教学规律的研究。得出的主要结论包括:(1)I(导入)、E(说明)、P(练习)、S(总结)构成语法教学的构件集合;P为必有项,既有充分的理据,又有坚实的证据。(2)结构类型呈范畴化特征,IEPS结构的应用最为突出。(3)[I-E-P]和[I-E-P-S]可视为原型过程类型,其他若干过程类型可视为变体类型;由关联关系分析可知,[E-P]、[I-E]、[I-P]子过程的实际应用凸显;S项可能是影响语法教学效果的参数,这有待实验验证。The structure and process of grammar teaching are the basic problems of grammar teaching.Many scholars have elaborated the structural components,structure types and process types of Chinese grammar teaching,which we consider to be"ideal".At the same time,according to the Chinese Teaching Database,we can carry out"real"research,and on the basis of this,make a comparative analysis of the two.This study can be regarded as a study of the rules of Chinese teaching by means of educational data mining.The main conclusions are as follows:(1)I(introduction),E(explanation),P(practice),and S(summary)constitute a set of components in grammar teaching;P is a must,with both strong grounds and solid evidence.(2)The structure type is categorical,and the application of IEPS structure is the most prominent.(3)[I-E-P]and[I-E-P-S]can be seen as prototype process types and several other types can be considered variant types.From the analysis of association relations,we can see that the practical applications of[E-P],[I-E]and[I-P]subprocesses are highlighted.Item S may be a parameter that affects the effect of grammar teaching,which needs experimental verification.

关 键 词：语法教学 结构 过程 教学计算 教学认知 

分 类 号：H195.3[语言文字—汉语]