国际汉语教学活动50例_陈东东，[美] 刘欣雅著_9787521306590

外国人学中文需要攻破“四大堡垒”——语音、汉字、词汇、语法。“堡垒”被各个击破后，还需化零为整，从音素上升到音节，从写字发展到写作，从词汇扩展到句子再到段落。本书围绕这几个方面的若干个难点，提供了50个教学活动，让学生在“动”中体验中文、操练技能、培养交际能力。

1. 掌握拼音。本章从音节的组成、音节的识别和声调的辨识这三个方面提供了六个教学活动，帮助学生轻松掌握拼音。

2. 攻克汉字。本章从汉字的内部逻辑、汉字的笔画记忆和汉字的结构分析这三个方面提供了六个教学活动，帮助学生学会辨认、读写汉字。

3. 扩充词汇。本章从复合词、反义词、近义词、熟语等方面入手，提供了十个教学活动，帮助学生扩大词汇量。

4. 理解语法（一）。本章选择了学生常常深感困惑的五个语言点：量词、副词、多重定语、补语和中文里“时态”的表达。每个语言点两个活动，共十个教学活动。

5. 理解语法（二）。本章练习的语言点包括疑问句、存现句、连动句、复句、“把”字句、“被”字句、“主题—评述”句和主语省略句等重难点句型，共十四个教学活动。

6. 化零为整。本章的四个活动充分利用了现代信息技术，进一步培养学生的听、说、读、写能力。本章练习的重点从句子扩展到篇章，素材也从课堂语言发展到现实生活中的语言。

很多对外汉语教师有这样的困扰——语言学习枯燥乏味，中文本身难度较高，我们应该如何帮助学生渡过种种学习难关？如何帮助学生维持浓厚的学习兴趣？如何使中文学习成为一种享受而不是一种折磨？《国际汉语教学活动50例》一书收录了50个基于交际法理论、旨在培养和提高学生交际能力的中文教学活动，帮助中文教师玩转汉语课堂。让汉语课堂不再枯燥，让汉语不再难教，让教与学在愉悦的过程中顺利进行。

本书特色：

1.交际法教学。本书的教学活动是基于交际法理论设计的。交际法教学的关键是创建一个轻松愉快、以学生为中心、具有丰富语义、贴近真实生活情景的交际型教学环境，让学生的语言能力在这种交际型学习环境中得以充分发展。

2.从游戏开始，以语言结束。本书非常重视美国流行文化中的“游戏情结”，根据不同的学习场景为不同水平的学生设计了丰富多样的教学活动。不仅有单课时的教学活动，也有多课时、甚至多周的教学活动；不仅有针对单个基础语言点的教学活动，也有训练语言综合能力的教学活动。这些游戏既有美国人在自家客厅里玩的游戏，也有美国电视上的游戏节目，包括Bingo、Concentration、Clue、Jeopardy等。用外国人爱玩的游戏帮助他们学汉语！

3.结合计算机辅助教学技术。本书的一些活动充分利用了现代信息技术，如微信、在线翻译等，在提高教学效率的同时，也大大提高了学生的学习兴趣。

4.中英双语。本书内置中英文两个版本，不仅适合中国的对外汉语教师，也适合英语母语的国际汉语教师。

使用建议：

1.教师可以在自己的课堂里直接采用本书中的活动。书中的很多课堂活动，作者已在自己的课堂中实践过，活动的准备过程、实施细节以及一些注意事项在书中都介绍得很详细，新手教师可直接采用。

2.教师可将书中的活动当作教学过程中的补救措施或巩固措施。比如：学生已经学过“把”字句，可是对此尚未完全掌握，这时，一个“把”字句有关的教学活动，可以加深学生对该句型的理解和掌握。

3.教师必须始终对教学保持新的眼光，本书作者希望这些活动可以激发各位教师读者的热情和灵感，开发和设计更多适合自己课堂的教学活动。

《国际汉语教学活动50 例》收录了50 个基于交际法理论、旨在培养和促进学生交际能力的中文教学活动。交际法教学的关键是创建一个轻松愉快、以学生为中心、具有丰富语义的教学环境，使学生的语言能力得以充分发展。这种理念早已普遍运用于主要外语的教学实践之中，但是在中文教学中还不是很普及。本书的首要目的是通过生动有趣的教学活动推广中文交际法教学。

其次，众所周知，凡是外语教师都有激发学生的兴趣、调动学生的积极性、促进学生语言技能提高的任务。然而，中文教师还面临另一挑战，即语言本身的难度。教师该如何使中文学习成为一种享受而不是一种折磨？在学生提高中文交际能力的漫长旅程中，教师应该如何帮助学生维持浓厚的兴趣？如何帮助学生渡过种种学习难关？针对中文的语言特点，有的放矢，设计有意义、有趣味的教学活动，助教师一臂之力，这是本书的第二个目的。

对以英文为母语的学生来说，学中文需要攻破四大“堡垒”：拼音的拼读和识别、汉字的辨认和读写、词汇的积累和扩充、疑难语法的理解和运用。每个“堡垒”被攻破后，还需化零为整，从音素上升到音节，从写字发展到写作，从词汇扩展到句子再到段落。围绕这几个方面的若干个难点，我们共编写了50 个教学活动，让学生在“动”中体验中文、操练技能、培养交际能力。

本书的理论基础是现代认知研究，可以从三个方面进行解读：

一、间隔性的重复练习

临时抱佛脚的学习方法和填鸭式的教学手段都不能带来持久的教学效果，希望通过集中训练就能掌握知识的做法是违反客观规律的。对于任何一种新知识，为了达到最佳学习效果，大脑首次接触后都需要休息一段时间，然后再对其进行回忆。换言之，学生需要不断地、分时期地练习和复习知识，直到真正掌握。大脑对所学知识的最佳回忆时间则根据具体情况因环境、因人而异。什么时候传授新知识、什么时候复习旧知识，教师在时间上必须做好合理的安排。学习不能一蹴而就，所以，除了常规的教学、练习及测试以外，在课堂中穿插一些教学活动很有必要。为了达到间隔性重复练习的目的，我们为大多数语言项目设计了两种不同的活动。

二、多元化的反复练习

正如间隔性的重复练习会对所学内容起到长期巩固的作用，多元化的反复练习同样很有必要。大脑在不同的语境中对同一内容进行反复回忆，能够帮助学生温故而知新。由于每个学生各有所长，也各有所短，多元化的反复练习更是必不可少。对于教师而言，多元化的练习也同样重要。有的教师推崇竞争性的教学活动，认为这种活动可以提高学生的积极性；有的教师则推崇合作性的教学活动，认为这种活动可以让更多的学生参与其中。每个教师都希望自己的教学方法行之有效，高效的教师必须立足于自己和学生的特点选取教学方法。因此，采用多元化的教学方法将大大提高教学的成功率。

三、轻松愉快的学习环境

课堂环境如何，对于教学成功与否的影响极大，对外语课堂来说更是如此。这就决定了教师的责任在于为学生创造轻松愉快的学习环境。教学活动可以营造轻松愉快的课堂气氛，从而能调动学生内在的学习积极性，促进其自主学习。

如何使用该书，我们提出如下建议：

第一，教师可以在自己的课堂里直接采用本书中的活动。书中的很多活动，我们已在自己的课堂中实践过。根据我们的经验，活动的准备过程和实施细节都会决定一个活动的成功与否。为此，我们对活动的重点以及每个步骤都做了详细的说明。

第二，我们希望这些活动可以激发教师的热情，编写适合自己课堂的活动。教师必须对教学始终保持新的眼光，只有这样才能保证教学过程的新鲜，对教师自己、对学生而言都是如此。第三，教师可将书中活动当作教学过程中的应急补救措施。比如，学生已经学过“把”字句，可是对此尚未完全掌握。这时，一个与“把”字句有关的活动，可以加深学生对该句型的记忆。

总而言之，我们希望，中文教师，不管是新手还是老将，都会将本书视作一个便利、有效的教学工具。

著者

2016 年2 月于美国西东大学

Introduction

50 Activities for the International Chinese Classroom presents an innovative approach to the learning of Chinese along the lines of Communicative Language Teaching (CLT). The ideas of CLT—creating a friendly and supportive student-centered learning environment with meaningful contexts in order to develop communicative competence—have been widely implemented in the teaching of mainstream foreign languages, but less enthusiastically or even reluctantly used in Chinese teaching. Therefore, promoting communicative Chinese teaching through activities is the first goal of this book.

All foreign language teachers must face the following challenges: arousing learners’ interest, motivating students to learn, and helping them retain what has been learned. Chinese language teachers, however, are faced with an additional challenge—the difficulty of the language itself. What can we teachers do to make learning Chinese less of a struggle and more of a gratifying adventure for our students? And since far too many Chinese language learners give up on their studies, how can we maintain students’ interest throughout the long journey to communicative competence? This book is aimed at addressing these questions practically by providing meaningful and engaging classroom activities that specifically target the unique linguistic features of Chinese which pose such a challenge for English-speaking learners; for instance, tones, characters, unique grammatical structures, etc. Our rationale, based on current cognitive research, is three-fold.

?? Spaced-Repetition

Just as cramming does not work for students in the long-term, neither does it work if it is the teacher who is doing the “cramming” in the classroom. Covering material in a concentrated fashion hoping that mastery will ensue is counter-productive. To truly learn, our brains need both a rest period of non-exposure, and then need to be called upon later to recall. In other words, the brain needs practice retrieving partially learned material before it can be truly considered mastered. While the ideal amount of time in between recall sessions varies depending upon the circumstances and individual, teachers should plan on spacing out their coverage of certain topics over time. As learning is not accomplished in one fell swoop, activities are a needed addition to formal teaching, exercises, and testing. For the purpose of spaced-repetition, we have created two different activities for each particular linguistic item.

?? Variety Is the Spice of Life—and Learning

With spaced-repetition being so important, variety becomes necessary. Asking for recall in different contexts makes learning more memorable and thus more effective. Variety is also necessary because as we all know what works for one student may not work as well for another. This is also true for teachers. While many teachers will have excellent results with competitive games, other teachers might struggle to get the students engaged if they themselves see games as silly time-wasters. In order to be an effective teacher, one must be true to one’s personality. Using a medley of different types of activities thus substantially increases the odds of successful teaching and learning.

?? Supportive Learning Environment

And on that note, personalities matter in any classroom, but perhaps no more so than in the foreign-language classroom. Since language is the means by which we all express ourselves, egos tend to be fragile when faced with the inability to be our true selves. By their very nature, activities create a supportive, convivial classroom atmosphere which increases the intrinsic motivation of students so they are more apt to carry on in their studies. We see this book being used in several ways. First, teachers can simply use the activities in their own classrooms as is. Knowing how preparation and small details dictate an activity’s success or failure, care has been taken to illustrate the procedures step-by-step. Second, we hope that these activities will inspire teachers to develop or improve upon their own activities. As teachers, we can all use some new tricks of the trade to keep things fresh for ourselves and our students. And, thirdly, the activities can be used as an emergency remedy. Let’s say you or a previous teacher has taught your students the bɑ structure, but one day you notice that the students seem rusty. That would be an excellent time to look for an activity to bring that structure back to the forefront of their brains.

All in all, it is the authors’ hope that Chinese language teachers—from novice to experienced—find this book a handy and effective tool in their teaching toolbox.

The Authors

Seton Hall University

February, 2016

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