“输出驱动-输入多元”教学模式的构建与应用研究——以我国德语基础阶段学习者为研究对象

The Construction and Practice of the “Output-Driven→Multi-Input” Teaching Model——A Study Aimed at Chinese German Learners at the Basic Stage

该研究从当下德语基础阶段的实际情况出发,结合德国交际教学法学者皮福的交际能力理论、输出重构理论和克拉申的输入假设理论,构建了"输出驱动-输入多元"教学模式,并结合定量研究和定性研究从学习者输出语言的流利性、准确性和复杂性三大维度对该教学模式的语言输出能力培养效果进行对比实验和数据分析。文章在对德语教学方式进行探究和改良的基础上,提出德语基础阶段课程优化的四项原则:(1)任务载体和强烈语用动机奠定长效起点基石;(2)输出驱动、输入多元并举构建有效教学手段;(3)系列学科人文创新活动助力课程的坚实支撑;(4)综合素养平衡发展集成学习者最终培养方向。

This study started from the current situation concerning the basic stage of German study in China. Based on the communicative competence theories,especially the output reconstruction theory of the German communicative pedagogical scholar HansEberhard Piepho and Stephen Krashen’s input hypothesis,this research illustrated the construction of"Output-Driven → Multi-Input" model in terms of the operating procedures and main principles in teaching German as a foreign language. The model aimed to improve Chinese students ’ competence of oral communication through the advocacy of output-driven learning methods,the emphasis of multiple inputs and the development of a series of characteristic activities related to the curriculum. In daily teaching practice,teachers should emphasize both form and meaning,the language scaffolding for learners,and more practice. This research also discussed how these methods can be employed to optimize the German curriculum.To provide practical support for the construction of the teaching model,this study conducted a comparative experiment and provided in-depth quantitative and qualitative data analysis of the language output training effect of the teaching model from three dimensions,i. e.fluency,accuracy and complexity of the learners’ output language. The result showed that the "Output-Driven →Multi-Input"model had obvious advantages.The research combined theoretical and practical verifications,improved the German teaching method,and initially constructed an easy-to-operate teaching model for German study at the basic stage in China. The results of the experiment supported the effect of the model with visible measurements. Both qualitative and quantitative analyses proved that the model was not only rational,but also effective and beneficial to modern foreign language teaching. A virtuous circle with strong learning motivation,harmonious teacher-student interaction and remarkable teaching achievements were greatly emphasized during the research process.At the end of the paper,four fundamental principles of optimizing German courses were proposed:( 1) The tasks as carrier of this model,together with the strong pragmatic motivation of the students, should act as a starting point for successful German lessons in the long term.( 2) Output and multi-input should be promoted in parallel, which constitutes the most effective teaching method.( 3) As a solid support for the German course,a series of activities should be innovated in different ways,which help to optimize the curriculum.( 4) The balanced development of comprehensive competencies should become the ultimate educational goal for German learners.These four items can serve as reference for the development of German Curriculum at the basic stage.