Publication: 手绘简笔画在国际中文教育中的教学应用
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2022
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cn
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中国语言文化学刊
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
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9
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2
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351
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366
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手绘简笔画在国际中文教育中的教学应用
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THE TEACHING APPLICATION OF HAND-PAINTED SIMPLE STROKES IN INTERNATIONAL CHINESE EDUCATION
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Abstract
在国际中文教育初级班的课堂教学中，经常发生老师和学生没有中介语可用，沟通不顺畅的情况。为解决教师说中文学生听不懂，学生说母语教师听不懂，无中介语可用的现状，教师采用绘画这一古老的非语言沟通形式来辅助教学。手绘简笔画具有直观性、形象性、趣味性，能激发学生好奇心；令人印象深刻，便于形成长期记忆；也方便创设语境，让学生扮演角色进行互动；同时丰富了课堂表现形式。师生间缺乏中介语这一现象主要发生在学习中文的初级阶段，因此本文的研究对象主要是第一次接触中文的、且母语为非英语、法语、西班牙语等主流外语的学生。理论方法上运用多元智能理论、双编码理论和直接教学法，将手绘简笔画用于海外中文教育。结果显示简笔画能适应各种教学步骤和教学环节，在汉字、词汇和成语教学中特别好用。能应用于语音教学，但不能很好的适用于语法教学。对学生了解中国神话传说、传统文化、学习儿歌和诗词有较好的推动作用。简笔画与 PPT 是互补关系，无法互相替代。教师的手绘技能让学生产生崇拜心理，进而亲近中文。手绘简笔画能力应成为国际中文教师必会的教学技能之一。
In the classroom teaching of the elementary classes of international Chinese education, there are often problems that teachers and students do not have an interlanguage available, and communication is not smooth. Pictures are intuitive and interesting, which can stimulate students' curiosity; impressive and easy to form long-term memory; it is also convenient to create a context for students to play roles and interact; at the same time, it enriches the form of classroom expression. This paper uses the theory of multiple intelligences, the theory of direct teaching method and the theory of double coding, and uses hand-drawn simple strokes in the elementary class. The results show that simple strokes can be adapted to various teaching steps and links, and are particularly useful in the teaching of Chinese characters, vocabulary and idioms. Can be applied to pronunciation teaching, but not good at grammar teaching. It is of great help for students to understand Chinese myths and legends, traditional culture and festivals, and it is also conducive to learning children's songs and poems. Stick figure and PPT are complementary and cannot replace each other. The author proposes to improve the ability of hand-painted and simple strokes through observation, tracing and targeted training.
In the classroom teaching of the elementary classes of international Chinese education, there are often problems that teachers and students do not have an interlanguage available, and communication is not smooth. Pictures are intuitive and interesting, which can stimulate students' curiosity; impressive and easy to form long-term memory; it is also convenient to create a context for students to play roles and interact; at the same time, it enriches the form of classroom expression. This paper uses the theory of multiple intelligences, the theory of direct teaching method and the theory of double coding, and uses hand-drawn simple strokes in the elementary class. The results show that simple strokes can be adapted to various teaching steps and links, and are particularly useful in the teaching of Chinese characters, vocabulary and idioms. Can be applied to pronunciation teaching, but not good at grammar teaching. It is of great help for students to understand Chinese myths and legends, traditional culture and festivals, and it is also conducive to learning children's songs and poems. Stick figure and PPT are complementary and cannot replace each other. The author proposes to improve the ability of hand-painted and simple strokes through observation, tracing and targeted training.