口笔语分科 精泛读并举——对外汉语教学改进模式构想  

Paralleling spoken and written Chinese in separate courses and balancing intensive and extensive reading

作　　者：鲁健骥[1] 

机构地区：[1]北京语言大学

出　　处：《世界汉语教学》2003年第2期82-86,共5页Chinese Teaching in the World

摘　　要：中国内地目前已实行了20年的对外汉语分科教学的基本模式是,口笔语综合课配以听力课和汉字/阅读课.本文根据20年实践的情况和对外汉语教学理论的最新发展,分析这种模式的得失,提出将目前的口笔语综合训练课分为口语和笔语两门课,二者各有分工,互相补充.这个模式有利于学生口笔语能力的迅速发展.笔语课在中高级阶段自然地发展成精读课,精读课必须有强有力的泛读课与之配合.这一模式一经确立,教材建设就必须跟上.教材建设的任务将是很繁重的.During the last 20 odd years, the basic mode of curriculum for teaching Chinese as a foreign language at the elementary level consists of a general training course with listening comprehension, character reading/writing and reading comprehension as its companions. This paper examines the advantages and disadvantages of this mode, in the light of the past teaching practice and the development of language teaching theories. It points out that the general training course is not clearly defined and overstuffed, and that, in a way, is a holdback for the development of oral and written Chinese proficiency. In view of this problem, the author suggests an improved mode in which spoken Chinese and written Chinese are set up as two separate courses and later, so to speak in the second term, will be developed into intensive reading in coordination with strong extensive reading, so that to change the present situation of serious imbalance between the two. The establishment of this mode of curriculum must be followed up by large scale material development, especially the preparing of intensive reading materials.

关 键 词：对外汉语教学 口语课 笔语课 精读 泛读 教学模式 

分 类 号：H195[语言文字—汉语]