试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角

Chinese as a Second Language Research Pub Date : 2019-09-25 DOI:10.1515/caslar-2019-0012

炼陶

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引用次数: 0

摘要

In reading teaching, it is natural and acceptable to choose and focus on teaching content based on different teaching objectives and objects; However, regardless of the choice or emphasis, ultimately it should and must revolve around and serve the understanding of the reading content. However, due to the lack of the fundamental concept of reading teaching, there are various teaching biases of varying degrees in the current teaching of reading Chinese as a foreign language. This article analyzes the following seven deviation phenomena: (1) emphasizing language element teaching; （2） Emphasis on expanding vocabulary; （3） Emphasis on teaching isolated reading skills; （4） One-sided pursuit of reading speed; （5） One-sided emphasis on different reading methods; （6） Replacing reading instruction with comprehension testing; （7） Guide reading comprehension through discrete, low cognitive level exercises.

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角

提要在阅读教学中，依据教学目的和教学对象等的不同，教学内容有所选择与侧重，是很自然、也是可以接受的；但是，无论如何选择或侧重，最终都应该、也必须围绕着并且服务于对阅读内容的理解。但由于这一阅读教学根本理念的缺失，在当下的对外汉语阅读教学中，存在着程度不一的多种教学偏差。本文分析了以下七种偏差现象：（一）偏重语言要素教学；（二）偏重扩大词汇量；（三）偏重孤立的阅读技巧教学；（四）片面追求阅读速度；（五）片面讲求不同的阅读方式；（六）以理解检测替代阅读教学；（七）以离散的、低认知层次的练习引导阅读理解。

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来源期刊

Chinese as a Second Language Research Arts and Humanities-Language and Linguistics

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.