期刊文献+

语境理论与多媒体对外汉语语法教学——以简单趋向补语的教学为例 被引量:7

下载PDF
导出
摘要 语法教学是对外汉语教学中的一个重要组成部分,本文以简单趋向补语的教学为例,结合语境理论探讨如何利用多媒体创设具体形象的语境进行语法教学,说明多媒体语境在语法意义的展示、语法规则的练习和语法知识的综合运用三个教学阶段都可以起到有效的辅助作用,但在应用多媒体创设语境时还要遵循汉语语法教学的自身规律,遵循学生的认知规律,并注意发挥教师的主导作用。
作者 汝淑媛
出处 《中国电化教育》 CSSCI 北大核心 2011年第4期113-115,共3页 China Educational Technology
  • 相关文献

参考文献2

二级参考文献15

  • 1桂诗春.认知与外语学习[J].外语教学与研究,1992,24(4):2-9. 被引量:96
  • 2Baddeley, A. D. Working Memory[M]. Oxford, England: Oxford University Press, 1986.
  • 3Chandler, P. & Sweller, J. The split-attention effect as a factor in the design of instruction[J]. British Journal of Educational Psychology, 1992(62) :233-246.
  • 4Mayer, R. E. Multimedia learning: Are we asking the right questions? [J]. Educational Psychologist, 1997(32): 1-19.
  • 5Mayer, R. E. & Anderson, R. B. Animations need narrations:An experimental test of a dual-coding hypothesis[J]. Journal of Educational Psychology, 1991 (83): 484-490.
  • 6Mayer, R. E. & Anderson, R. B. The instructive animation:Helping students build connections between words and pictures in multimedia learning [J]. Journal of Educational Psychology,1992(84) :444-452.
  • 7Mayer, R. E. & Moreno, R. A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory[J ]. Journal of Educational Psychology, 1998 (90): 312-320.
  • 8Mayer, R. E. , Moreno, R. , Boire M. , & Vagge S. Maximizing constructivist learning from multimedia communications by minimizing cognitive load [J]. Journal of Educational Psychology.1999(91) :638-643.
  • 9Moreno, R. & Mayer, R. E. A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages[J]. Journal of Educational Psychology, 2000(97): 117-125.
  • 10Moreno, R. & Mayer, R. E. Cognitive principles of multimedia learning: The role of modality and contiguity[J]. Journal of Educational Psychology. 1999 ( 91 ): 358 - 368.

共引文献33

同被引文献48

引证文献7

二级引证文献8

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部