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汉语教学属于第二语言教学,参加培训的少数民族教师是在建立了一套完整的母语思维系统以后才开始学习汉语的。对于HSK零级的学员,禁止他们用母语对比思维,而直接用汉语思维,这显然是不现实的。学习第二语言经历双语思维这一过渡过程是一种自然规律,这就要求汉语教师必须具备双语辨析和猜测学员双语思维活动的能力,才能避免学员的“负迁移”思维,发挥“正迁移”思维功能。笔者试图通过分析少数民族中小学双语参训教师使用汉语“听和说”的思维特性,研究教学策略,以期对汉语“听说教学”提供点滴参考。
Chinese teaching belongs to the second language teaching. The minority teachers who participated in the training started to learn Chinese only after they established a complete set of native language thinking systems. It is obviously unrealistic for HSK Level 0 students to forbid them to use their native language to compare thinking and directly to think in Chinese. It is a natural law to learn the second language from the experience of bilingual thinking. This requires that Chinese teachers must have the ability to distinguish and guess the students ’bilingual thinking activities in order to avoid the students’ “negative transfer” thinking and to play “ Positive migration ”“ thinking function. The author tries to provide some pointers to Chinese teaching ”Listening and Speaking Teaching“ through analyzing the thinking characteristics of bilingual teachers in primary and secondary schools using Chinese ”Listening and Speaking".