复杂动态系统视域下的对外汉语课堂教学组织观  

The Research on Classroom Teaching Organization in TCSL from the Perspective of Complexity Dynamic System Theory

作　　者：罗红玲[1,2] LUO Hongling(Overseas Education College,Xiamen University,Xiamen 361102 China;School of Foreign Languages,Guizhou Normal University,Guiyang 55001 China)

机构地区：[1]厦门大学海外教育学院,中国厦门361102 [2]贵州师范大学外国语学院,中国贵阳550001

出　　处：《海外华文教育》2018年第4期122-128,共7页Overseas Chinese Education

摘　　要：第二语言习得是一个复杂动态适应系统。作为其子系统之一的语言课堂教学也具有复杂的特征:语言课堂教学各要素相互联系相互作用,使得整个教学过程呈现出动态性、开放性、非线性、自组织性以及初始敏感性等特征。从复杂动态系统视角来考察对外汉语课堂教学组织与管理,对于教学目标、教学设计、教学过程、师生角色、教学手段以及课堂内外的界定与认知都具有重要的启示意义。Second language acquisition is a complex adaptive system. As one of its subsystems,language classroom presents the same complex characteristics,of which the elements of language teaching are interrelated and interacting each other,so that the whole language teaching process are dynamic,open,nonlinear,self-organized and initial sensitive. Such nature offers practical insights into the classroom teaching in TCSL for the understanding of teaching objectives,the design of teaching content,the control of teaching process,and for the redefining of the relationships between teacher and students,classroom teaching and outside classroom language learning.

关 键 词：复杂动态系统理论 对外汉语课堂教学 课堂教学组织 

分 类 号：H195[语言文字—汉语]