摘要
根据不同国别、不同文化背景对留学生进行有针对性的细分式教学设计是对外汉语教学中的一项重要课题.有效的教学设计应以特定国家留学生的"认知心理结构"分析为基本依据.认知心理结构是一种基于文化和个性而形成的心理图式和感知能力;它既有感性的特征,又有理性的特征,是一个从感觉到认知的动态过程.语言学习既是形成认知模式的前提和条件,同时又是一个认知的过程.因此,本文对法国留学生在汉语学习中的动机与态度、方式与风格、需求与偏好等诸多方面作了一番粗略的归纳和分析,并将其置于两种异质文化的交流与互动的环境中进行考察,说明其"认知心理结构"的特点及其对汉语学习的影响,在此基础上提出相应的教学对策.
Customizing teaching methods on the basis of the 'cogni tive psychological structures' of students from different countries and cultures is an important research area in the teaching of Chinese to foreigners. A psychological framework and cognitive ability deeply rooted in culture and individuality, cognitive psychological structure is a combination of perception and rationality and a dynamic process from feeling to cognition. Language learning is not only a precondition for forming a cognitive framework but also a cognitive process in itself. An effective teaching design should be based on analysis of the 'cognitive psychological structure' of students from a particular country. Therefore, this article is a brief analysis of various elements including the motives and attitudes, manners and styles, needs and preferences of students from France, studying them against an environment of exchanges and interactions between two fundamentally different cultures, in an attempt to explain their 'cognitive psychological structure' and its impact on Chinese learning and to put forward corresponding pedagogical solutions.
出处
《云南师范大学学报（对外汉语教学与研究版）》
2003年第5期6-10,共5页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
关键词
法国留学生
汉语教学
文化
感性
理性
心理
students from France
cognitive psychological structure
Chinese learning
pedagogical solutions
