| 对外汉语词汇教学行为模型研究 |
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| 引用本文： | 周红.对外汉语词汇教学行为模型研究[J].云南师范大学学报(教育科学版),2008(4):6-11. |
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| 作者姓名： | 周红 |
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| 作者单位： | 上海财经大学国际文化交流学院,上海200083 |
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| 基金项目： | “211”课题项目“世界对外汉语教学理论发展研究”（X0420435）. |
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| 摘 要： | 词汇知识包括形式知识、语义知识、功能知识和文化知识4个层面，词汇知识的教学具有理解与表达、深度与广度、直接教学与隋境推断的复杂性。本文借鉴Brigit Harley ＆ Doug Hart的词汇学习策略框架和调查问卷，对初、中、高级汉语班的学习者进行了调查，证明学习者十分关注词语的综合知识。进而确认，建构系统的词汇知识，达到词汇知识的条件化和网络化是对外汉语词汇教学的目标。为实现这个目标，本文建构了包括感知性输入、理解性输入、吸收、整合和输出5个阶段在内的词汇教学行为模型。
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| 关 键 词： | 词汇知识 建构 学习策略 词汇教学行为模型 |
Knowledge Constructivism and TCFL Vocabulary Teaching Model |
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| ZHOU Hong.Knowledge Constructivism and TCFL Vocabulary Teaching Model[J].Journal of Yunnan Normal University(Education Sciences Edition),2008(4):6-11. |
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| Authors: | ZHOU Hong |
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| Institution: | ZHOU Hong (Institute of International and Cultural Exchange,Shanghai University of Financial and Economics, Shanghai 200083, China) |
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| Abstract: | Vocabulary knowledge includes form knowledge, semantic knowledge, functional knowledge and cultural knowledge, and its teaching is complicated and involves comprehension and expression, depth and breadth, direct teaching and contextual inferring. This paper adopts the vocabulary learning strategy framework of Brigit Harley ＆ Doug Hart and questionnaires for the learners of the elementary-, intermediate and advanced Chinese classes, which has proved that these learners show much concern for general vocabulary know/edge. Thus, the construction of systematic vocabulary knowledge based on conditions and network is the goal of TC- FL vocabulary teaching which includes the perceptual input, understanding input and absorption, integration and output as an organic vocabulary teaching model. |
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| Keywords: | vocabulary knowledge construction learning strategy vocabulary teaching model |
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