面对约旦学生汉语反问句语境教学方法探究.pdfVIP

question must be context-dependent. Chapter three is about the process of teaching rhetorical questions by using context. This chapter Jordan area rhetorical teaching, for example, analyzes the scope of the Jordan rhetorical teaching, teaching status quo analysis. Prior to classroom teaching, teaching content analysis in daily life to determine the frequency of use of teaching points. By analyzing the Jordanian student bias in rhetorical teaching false teaching difficult to determine. Decide teaching objectives of rhetorical questions based on teaching materials and student ’s demands. Analysis the syntax ，semantics and function of teaching content. Spread teaching activities. Record the classroom teaching of the rhetorical question in the form of text. The fourth chapter is the evaluation and prospect for context teaching of rhetorical question. The evaluation and prospect faces on the teaching record of last chapter. Point out the future of context teaching of a rhetorical question. Keywords ：Jordan ；Chinese rhetorical question ；context teaching III 目 录 摘 要I AbstractII 绪 论1 一、选题目的和选题意义1 （一）选题目的1 （二）选题意义2 二、研究现状3 （一）反问句本体研究现状3 （二）反问句的教学研究6 三、本文的相关研究工作6 （一）本文的研究范围6 （二）本文的创新点7 第一章 反问句采用语境教学的依据8 一、反问句的界定8 二、反问句的语义判断9 三、反问句的功能判断10 第二章 反问句采用语境教学的过程12 一、反问句学习需求分析12 （一）学生学习需求12 （二）教学大纲要求12 二、教学内容分析13 （一）“怎么”类反问句13 （二）“不是„„吗？”类反问句14 （三）“哪儿”类反问句15 三、教学重点与教学难点16 （一）教学重点16 （二）教学难点16 四、教学实录17 （一）反问句判定教学17 （二）反问句语义教学18 （三）反问句功能教学20 五、教学反馈22 第三章 教学评价与展望23 一、教学评价23 （一）教学设计优点23 （二）教学实践中发现的问题23 二、教学展望23 结 语25 参考文献26 附 录28 后 记30 面向约旦学生汉语反问句语境教学方法探究 绪 论 一、选题目的和选题意义 （一）选题目的 反问句是现代汉语句类中特殊的一