思維導(dǎo)圖在對(duì)外漢語中級(jí)階段詞匯教學(xué)中的應(yīng)用研究——以中級(jí)閱讀課為例_1389.pdf

1、學(xué)校代碼學(xué)校代碼：研究類型：研究類型：學(xué)號(hào)：中圖分類號(hào)：中圖分類號(hào)：大連外國語大學(xué)大連外國語大學(xué)碩士學(xué)位論文碩士學(xué)位論文題目::思維導(dǎo)圖在對(duì)外漢語中級(jí)階段詞匯教學(xué)中的應(yīng)用研究——以中級(jí)閱讀課為例培養(yǎng)學(xué)院（系、所）：培養(yǎng)學(xué)院（系、所）：漢學(xué)院漢學(xué)院學(xué)科專業(yè)::漢語國際教育漢語國際教育研究生姓名::孫海英孫海英指導(dǎo)教師姓名及職稱指導(dǎo)教師姓名及職稱:汪靈靈汪靈靈論文答辯時(shí)間:2017年6月3日AbstractVocabularyteachin

2、gplaysanimptantroleintheteachingofChineseasafeignlanguage.ThesizeofvocabularyisdirectlyrelatedtotheoveralllevelofChinesestudents.Butintermediatevocabularyteachingcurrentlyinthedevelopmentstageencounteredsomedifficultiess

3、uchas:studentsvocabularyvocabularyteachinglesssystematicvocabularyteachingstrategieslackofattentiontothevocabularyteachingcontext.Themindmapisagraphicalrepresentationofavisualtoolitisinaccdancewiththeacteristicsofhumandi

4、vergentthinkingwithitsrichcolslinesgraphicsotherknowledgeaccdingtodifferentthemesfocusrelevanceinthefmofthierarchicalperfmancerealizethebalancebetweenlogicimaginationpromotethehumanbrainontheunderstingofknowledgememy.Bas

5、edonthecognitivepsychologytheycognitiveloadofdoubleencodingtheymemyofthelatestachievementsofkapikmemytheypedagogyofmeaningfullearningtheytoestablishthevalidityoftheinterpretationofmindmap.CombinedwiththeacteristicsofTCSL

6、readingvocabularyfromtheperspectiveofChinesevocabularycontextsemanticfieldmphologicalstructureconstructthreekindsofbasicvocabularyofmindmapdesigntrywillthinkmapappliedtofeignlanguagereadingvocabularyclassroomteachingfeas

7、ibilitythroughtheexperimentsverifytheuseofthinkinginvocabularyteachingofthemapeffective.TheexperimentalresultsshowthattheapplicationofmindmappingtoolinChinesevocabularyteachingtoimprovetheefficiencyofvocabularyteachinghe