一线华语教师应具备的知识与教学应用分享
THE KNOWLEDGE THAT FRONT-LINE CHINESE TEACHERS SHOULD POSSESS AND APPLICATION IN CLASSROOM
Keywords:
Chinese language teaching, teaching theory, cognitive science, teaching applicationAbstract
In recent years, Chinese language teaching has been attracting world attention in the field of foreign languages. Based on the study of English as a foreign or second language, the Chinese language teaching community has also developed teaching models that are appropriate for the Chinese language, and has developed many teaching materials that are specific to the Chinese language. However, in the field of a second language "learning," many researchers have also looked to the "acquisition" of the first language (or native language) to make language learning more efficient. In 1999, Dr. Safrran proposed statistical learning, which has attracted attention in the fields of linguistics, anthropology, and cognitive science, and Saffran has used numerous empirical studies to test the relationship between statistical learning mechanisms in the human brain and language acquisition. In this paper, I not only re-examine the relationship between language acquisition and statistical learning but also propose the application and limitations of statistical learning based on the front-line teaching experience.
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