“探究式教学法”在汉语教学中的模式构建与应用  

The construction and application of the Inquiry Teaching and Learning Model in TCSL

作　　者：姜晓[1] Jiang Xiao

机构地区：[1]苏州大学文学院,215000

出　　处：《语言教学与研究》2021年第6期1-12,共12页Language Teaching and Linguistic Studies

基　　金：教育部人文社会科学青年基金项目“基于多模态话语分析理论的汉语教师课堂行为有效性研究”(项目编号:19YJC740022);苏州大学人文社会科学科研项目“汉语二语学习者口语能力发展因素多模态互动研究”(项目编号:21XM2024)的阶段性成果。

摘　　要：探究式教学法可促使学习者自我探究与构建个人知识体系。本文将美国"探究式学习模式"与汉语作为第二语言教学相结合,构建了"四段九步"的汉语探究式教学模式,并进行了应用实践与教学效果检验。研究结果表明:汉语探究式教学法有助于增强学习者对语言点的理解和运用,锻炼学习者的语篇表述能力,构建师生多维合作的课堂关系。此教学模式也存在一定的局限,需要调整再融入到不同教学环节中,以更适用于汉语综合课与文化课。The Inquiry Teaching and Learning Method can impel learners to explore and construct their own knowledge system.This article constructs a four-stage and nine-step Inquiry Teaching and Learning Model in TCSL by combining the American Inquiry Learning Model.The application practice and teaching effect tests show that the Inquiry Teaching and Learning Model in TCSL can enhance learners’ understanding and application of Chinese language,train learners’ ability of comprehensive discourse expression,and build the multi-faceted cooperation relationship between teachers and students.There are also a few limitations in the Inquiry Teaching and Learning Model in TCSL.This Model can be adjusted and integrated into different teaching parts.It is more suitable for comprehensive Chinese courses and cultural courses.

关 键 词：探究式教学法 汉语作为第二语言教学 课堂教学 应用实践 

分 类 号：H195.3[语言文字—汉语]