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本研究选取了与培养交际能力密切相关的日语会话课作为切入点,以上海设有日语专业的各高校的会话课授课教师为对象,围绕会话教学的情况,采用问卷和采访的形式进行了调查。问卷调查结果显示:①会话课的授课教师由中国教师和外教两部分构成,各占一半左右。②通常从大一下学期开始会话课,持续3个学期。③班级人数为16~30人,作为会话教学的规模,人数稍显过多。④很多教师不使用现成的教科书,或认为现有的教科书有不甚理想之处,主要体现在“例句不够丰富”“相关日本文化情况介绍不足”“课堂活动或教学方法示例较少”等。⑤课堂教学中开展得较多的活动为“角色扮演”和“朗读练习”。⑥课堂教学以外,也有学校或教师个人组织演讲会等各类日语活动,增强学生的学习积极性,提高学习效果。关于目前会话教学的难点,除班级规模过大以外,主要还体现在没有日语环境、学生缺乏主动性以及有效的教学方法相关的信息匮乏。在问卷调查的基础上,选取了三所在会话教学方面较有特色的高校为对象,对这三所高校的会话任课教师分别进行采访调查,进一步了解该校会话教学的理念和特色。通过特色事例的介绍和分析,以期对探索改善现状有启示作用。
This study chooses the Japanese conversation class which is closely related to cultivating communicative competence as an entry point. Taking the teachers of the conversation class in universities with Japanese majors in Shanghai as the object, this study conducted a survey using questionnaires and interviews around the conversation teaching . The survey results show that: ① Conversation class teachers by the Chinese teachers and foreign teachers in two parts, each about half. ② usually start from the next semester conversation class for 3 semesters. ③ class size of 16 to 30 people, as the size of the session teaching, slightly over the number of people. ④ Many teachers do not use ready-made textbooks, or think that the existing textbooks have less than ideal. They are mainly reflected in the lack of rich examples. Examples of Lesson Activities or Teaching Methods Related to Japanese Culture Less “and so on. ⑤ classroom teaching carried out more activities for ”role playing “ and ”reading exercise ". ⑥ In addition to classroom teaching, there are various Japanese-language activities such as lectures by individual schools or teachers to enhance students’ enthusiasm for learning and improve their learning outcomes. On the current session of teaching difficulties, in addition to the class size is too large, but also mainly in the absence of a Japanese environment, lack of initiative of students and effective teaching methods related to the lack of information. On the basis of the questionnaire survey, three higher education institutions are chosen as the objects of the dialogue teaching. The interviewing teachers of the three colleges and universities are respectively interviewed to further understand the concept and characteristics of the conversation teaching in the university. Through the introduction and analysis of the characteristic cases, it is hoped that the exploration will improve the status quo.