《國際漢語教學(xué)活動(dòng)50 例》收錄了50 個(gè)基于交際法理論、旨在培養(yǎng)和促進(jìn)學(xué)生交際能力的中文教學(xué)活動(dòng)。交際法教學(xué)的關(guān)鍵是創(chuàng)建一個(gè)輕松愉快、以學(xué)生為中心、具有豐富語義的教學(xué)環(huán)境，使學(xué)生的語言能力得以充分發(fā)展。這種理念早已普遍運(yùn)用于主要外語的教學(xué)實(shí)踐之中，但是在中文教學(xué)中還不是很普及。本書的首要目的是通過生動(dòng)有趣的教學(xué)活動(dòng)推廣中文交際法教學(xué)。

其次，眾所周知，凡是外語教師都有激發(fā)學(xué)生的興趣、調(diào)動(dòng)學(xué)生的積極性、促進(jìn)學(xué)生語言技能提高的任務(wù)。然而，中文教師還面臨另一挑戰(zhàn)，即語言本身的難度。教師該如何使中文學(xué)習(xí)成為一種享受而不是一種折磨？在學(xué)生提高中文交際能力的漫長旅程中，教師應(yīng)該如何幫助學(xué)生維持濃厚的興趣？如何幫助學(xué)生渡過種種學(xué)習(xí)難關(guān)？針對中文的語言特點(diǎn)，有的放矢，設(shè)計(jì)有意義、有趣味的教學(xué)活動(dòng)，助教師一臂之力，這是本書的第二個(gè)目的。

對以英文為母語的學(xué)生來說，學(xué)中文需要攻破四大“堡壘”：拼音的拼讀和識別、漢字的辨認(rèn)和讀寫、詞匯的積累和擴(kuò)充、疑難語法的理解和運(yùn)用。每個(gè)“堡壘”被攻破后，還需化零為整，從音素上升到音節(jié)，從寫字發(fā)展到寫作，從詞匯擴(kuò)展到句子再到段落。圍繞這幾個(gè)方面的若干個(gè)難點(diǎn)，我們共編寫了50 個(gè)教學(xué)活動(dòng)，讓學(xué)生在“動(dòng)”中體驗(yàn)中文、操練技能、培養(yǎng)交際能力。

本書的理論基礎(chǔ)是現(xiàn)代認(rèn)知研究，可以從三個(gè)方面進(jìn)行解讀：

一、間隔性的重復(fù)練習(xí)

臨時(shí)抱佛腳的學(xué)習(xí)方法和填鴨式的教學(xué)手段都不能帶來持久的教學(xué)效果，希望通過集中訓(xùn)練就能掌握知識的做法是違反客觀規(guī)律的。對于任何一種新知識，為了達(dá)到最佳學(xué)習(xí)效果，大腦首次接觸后都需要休息一段時(shí)間，然后再對其進(jìn)行回憶。換言之，學(xué)生需要不斷地、分時(shí)期地練習(xí)和復(fù)習(xí)知識，直到真正掌握。大腦對所學(xué)知識的最佳回憶時(shí)間則根據(jù)具體情況因環(huán)境、因人而異。什么時(shí)候傳授新知識、什么時(shí)候復(fù)習(xí)舊知識，教師在時(shí)間上必須做好合理的安排。學(xué)習(xí)不能一蹴而就，所以，除了常規(guī)的教學(xué)、練習(xí)及測試以外，在課堂中穿插一些教學(xué)活動(dòng)很有必要。為了達(dá)到間隔性重復(fù)練習(xí)的目的，我們?yōu)榇蠖鄶?shù)語言項(xiàng)目設(shè)計(jì)了兩種不同的活動(dòng)。

二、多元化的反復(fù)練習(xí)

正如間隔性的重復(fù)練習(xí)會對所學(xué)內(nèi)容起到長期鞏固的作用，多元化的反復(fù)練習(xí)同樣很有必要。大腦在不同的語境中對同一內(nèi)容進(jìn)行反復(fù)回憶，能夠幫助學(xué)生溫故而知新。由于每個(gè)學(xué)生各有所長，也各有所短，多元化的反復(fù)練習(xí)更是必不可少。對于教師而言，多元化的練習(xí)也同樣重要。有的教師推崇競爭性的教學(xué)活動(dòng)，認(rèn)為這種活動(dòng)可以提高學(xué)生的積極性；有的教師則推崇合作性的教學(xué)活動(dòng)，認(rèn)為這種活動(dòng)可以讓更多的學(xué)生參與其中。每個(gè)教師都希望自己的教學(xué)方法行之有效，高效的教師必須立足于自己和學(xué)生的特點(diǎn)選取教學(xué)方法。因此，采用多元化的教學(xué)方法將大大提高教學(xué)的成功率。

三、輕松愉快的學(xué)習(xí)環(huán)境

課堂環(huán)境如何，對于教學(xué)成功與否的影響極大，對外語課堂來說更是如此。這就決定了教師的責(zé)任在于為學(xué)生創(chuàng)造輕松愉快的學(xué)習(xí)環(huán)境。教學(xué)活動(dòng)可以營造輕松愉快的課堂氣氛，從而能調(diào)動(dòng)學(xué)生內(nèi)在的學(xué)習(xí)積極性，促進(jìn)其自主學(xué)習(xí)。

如何使用該書，我們提出如下建議：

第一，教師可以在自己的課堂里直接采用本書中的活動(dòng)。書中的很多活動(dòng)，我們已在自己的課堂中實(shí)踐過。根據(jù)我們的經(jīng)驗(yàn)，活動(dòng)的準(zhǔn)備過程和實(shí)施細(xì)節(jié)都會決定一個(gè)活動(dòng)的成功與否。為此，我們對活動(dòng)的重點(diǎn)以及每個(gè)步驟都做了詳細(xì)的說明。

第二，我們希望這些活動(dòng)可以激發(fā)教師的熱情，編寫適合自己課堂的活動(dòng)。教師必須對教學(xué)始終保持新的眼光，只有這樣才能保證教學(xué)過程的新鮮，對教師自己、對學(xué)生而言都是如此。第三，教師可將書中活動(dòng)當(dāng)作教學(xué)過程中的應(yīng)急補(bǔ)救措施。比如，學(xué)生已經(jīng)學(xué)過“把”字句，可是對此尚未完全掌握。這時(shí)，一個(gè)與“把”字句有關(guān)的活動(dòng)，可以加深學(xué)生對該句型的記憶。

總而言之，我們希望，中文教師，不管是新手還是老將，都會將本書視作一個(gè)便利、有效的教學(xué)工具。

著者

2016 年2 月于美國西東大學(xué)

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