摘要
TPRS是一种强调课堂互动,鼓励学生积极参与语言学习过程的教学方法。以往文献较少关注TPRS教学理念如何帮助教师生成高效互动课堂的策略与机制。本研究通过对TPRS汉语课堂的观察描写,力图呈现本土汉语教师对互动性课堂的策略性构建过程,发现TPRS汉语课堂互动过程整体呈现为一种螺旋上升的序列图式,而语言支架、共创故事与情感认同是生成高效互动性课堂的重要因素。
TPRS is a teaching method that emphasizes classroom interactivity and encourages active student participation in the language learning process.Existing literature has shown limited attention to how TPRS teaching principles assist educators in formulating strategies and mechanisms for creating highly interactive classrooms.Through observation and description of TPRS Chinese language classrooms,this research aims to present the strategic construction process of interactive classrooms by local Chinese language teachers.The study reveals that the overall interactive process in TPRS Chinese language classrooms manifests as a spiral ascending sequence,with language scaffolding,collaborative storytelling,and emotional identification identified as crucial factors for generating highefficiency interactivity in classrooms.
作者
洪瑶
HONG Yao(Faculty of Education,Southwest University,Chongqing 400715;Chongqing Open University,Chongqing 400700)
出处
《科教导刊》
2024年第10期45-47,共3页
The Guide Of Science & Education
基金
2022年重庆市职业教育教学改革研究一般项目“开放教育‘3+6’课程思政教学模式研究与实践——以《汉语语言要素教学》课程为例”(GZ223152)。
关键词
TPRS教学法
初级汉语
高效互动
TPRS pedagogy
Elementary Chinese
high-efficiency interactivity
