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汉语课堂趣事多

中葡对照版 2015年第2期 马达加斯加塔那那利佛大学孔子学院汉语教师 叶小娜 2016-06-12

记得临出国前,一位朋友开玩笑地说:“在马达加斯加,你可以养长颈鹿呢!”是的,很多人对于这里的认识仅仅来自那部叫做《马达加斯加》的美国动画片。可是,在塔那那利佛大学孔子学院工作的半年,我收获的不仅是看到了那些可爱的动物,还有学生们那一张张快乐的笑脸。

每当我看着学生们的笑脸,我就暗暗告诉自己:我要让他们在我的课堂上收获学习汉语的快乐和幸福。为此,我努力地在课堂上营造轻松的气氛。于是,就发生了一些有趣的事儿:

刚接手我现在教的这个班时,我发现学生虽然已经学了一年的汉语,但是语感并不是很强。为了培养他们的语感,鼓励他们用汉语来表达,我设置了一个用汉语讲故事的小环节。每次上课前,我都会请一位学生来给大家讲一个小故事,或者小笑话。刚开始,他们还有点不知所措,没有自信,可是慢慢地,大家越来越放得开,故事也越来越精彩。不仅是学生,连我都很期待:今天他们又会讲什么有意思的笑话呢?这个课前短短几分钟的热身,让同学们的汉语表达能力得到了训练和提高。汉语课总是在笑声中进行。

每个月,我们都会进行一次“小老师”的练习。所谓“小老师”,就是让学生来给大家讲解生词或者课文。然后由我来做评委,评出最优秀的“小老师”。学生每次都很认真地做准备,当然有时候也会闹出笑话。有一次,一个学生负责讲解的生词是“鼻子、头发”,我想这两个词很简单,用手指指自己的相应部位就可以了。没想到那个学生站在讲台前,清清嗓子说:“鼻子,就是头的中间,高的地方……”同学们都笑了起来,可他还一本正经地继续:“头发,是在头的上面,黑色的……”这时,连我都笑出了眼泪。他太逗了!这个环节大大地调动了学生的积极性,他们不再是被动地接受,而成为课堂的主导。

为了让学生活学活用,有一天,我把课堂搬到了室外,让学生分成不同小组,分别给我介绍校园里一些有名的建筑物或者教学楼,也就是让他们来做我的导游。这下,他们可高兴了,好像是主人一样,领着我逛遍了塔那那利佛大学的校园。这次活动非常成功,学生们不仅认真准备讲稿,还去了教学楼进行前期调查,做了非常充分的准备。其中,最让我记忆深刻的是介绍图书馆的那一组,学生们介绍得非常清楚和有条理。在他们的帮助下,我顺利地在大学图书馆办了一张借书卡。

课堂的趣事还有很多很多,我们的汉语课堂总是充满了欢笑。因为这些可爱的学生,我的海外生活充满了快乐,我对汉语教学也充满了信心。

A JOYFUL CHINESE CLASS

Chinese-English No.2 2011 Ye Xiaona2016-06-17

Before I set out for Mada­gascar, a friend jokingly said: “You can raise a giraffe there.” For many people, all they know about this place comes from the car­toon movie “Madagascar.” In the past six months of working as a Chinese teacher at the Confucius Institute at Antananarivo University, I have seen the adorable animals and also the faces of many happy students.

Every time I see their smiling faces, I’m delighted to help make them happy in my Chinese class. To achieve this goal, I try to create a relaxing at­mosphere. I also have some interesting anecdotes.

   When I first taught the class, I found the students didn’t have a good sense of Chinese language. To en­courage them to express themselves in Chinese, I designed a story-telling assignment. Before class, a student would be asked to tell a story or a joke in Chinese. At first, they were nervous and unsure but gradually they became more relaxed and their stories became much more enjoy­able. Not only the students, but I also, looked forward to the story-telling: “What jokes will they tell today?” This short “warm-up” before class helps improve the students’ Chinese expres­sion skills. Our Chinese classroom is always filled with laughter.

     Every month, we have a “little teacher” exercise, in which the students act as the teacher to explain new words and texts. I, as the judge, select the best “little teacher.” The students al­ways get fully prepared, but, of course, they also experience embarrassing mo­ments. Once, a student was assigned to explain the Chinese words for nose and hair. I thought these words were so easy that pointing to one’s own nose To my surprise, the student, standing before the class, cleared his throat and said: “The nose is in the middle of the head and sticking out...” The class burst into laughter, but he continued. “Hair is on the top of the head, black in color...” Shortly, even I laughed myself to tears. He was so funny! This exercise greatly motivated the students. They no longer passively sit to be taught but actively take part in the class.

     One day, I took the students outside to help them learn Chinese in a more innovative way and apply what they had learned to real life. I divided the class into a few groups and asked them to be our tour guides, introducing the famous architecture and buildings on the campus. They were so excited and showed me around the whole campus. It was a great success. The students carefully prepared their introduction texts and even made a field study at the classroom building beforehand. The group of introducing the library was the most impressive. Their explanation was very clear and well-organized. With their help, I easily applied for and got my library card!

There are endless funny stories about our laughter-filled classroom. Because of these delightful students, my life away from my own home is full of happiness and I am confident of the future of Chinese education.

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