A carregar...
Publicação
Utilização dos métodos de ensino ABP e ABE no ensino do português na universidade chinesa
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 863.85 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Com a aproximação da economia mundial, a língua portuguesa está a tornar-se cada vez mais popular na China. Para melhor se adaptarem à evolução dos tempos, os métodos de ensino do português nas universidades chinesas também precisam de ser constantemente inovados. O método de ABP (Aprendizagem Baseada em Problemas) e o método de ABE (Aprendizagem Baseada em Equipas), como métodos de ensino
representativos na atualidade, são naturalmente preferidos por alguns linguistas. Com base nisto, o objetivo desta dissertação é apresentar os métodos de ensino ABP e ABE em termos da sua história, características e praticabilidade, e comparar os dois métodos no contexto da aprendizagem de línguas estrangeiras na China, apontando a compatibilidade dos dois métodos no ensino da China e fornecendo algumas referências para um novo modelo de métodos de ensino de português na China. Entretanto, com o objetivo de mostrar o uso das pedagogias de ABP e ABE nas universidades chinesas, este trabalho utiliza como estudo empírico um questionário distribuído aos aprendentes que estudam português nas universidades chinesas. Desta
forma, é possível não só conhecer a opinião dos alunos de português na China sobre o uso destas duas metodologias, mas também compreender as dificuldades e necessidades que encontram na sua aprendizagem. Assim, torna-se viável escolher um método de ensino do português mais adequado ao ambiente de ensino da China, para que os aprendentes possam aprender português de forma mais eficaz.
As the world economy draws closer, the Portuguese language is also becoming increasingly popular in China. In order to better adapt to changing times, Portuguese teaching methods in Chinese universities also need to be constantly innovated. And the PBL(Problem-Based Learning) method and the TBL(Euipas-Based Learning) method, as the representative teaching method today, are naturally preferred by some linguists. On this basis, the aim of this dissertation is to introduce the PBL and TBL teaching methods in terms of their history, characteristics and practicability, and to compare the two methods in the context of foreign language learning in China, pointing out the compatibility of the two methods in teaching in China and providing some references for a new model of Portuguese teaching methods in China. However, in order to show the use of PBL and TBL pedagogies in Chinese universities, this paper uses a questionnaire distributed to learners studying Portuguese in Chinese universities as an empirical study. In this way, it is possible not only to find out the opinion of Portuguese students in China about the use of these two pedagogies, but also to understand the difficulties and needs they encounter in their learning. In this way, it will be possible to choose a Portuguese teaching method that is more suited to the teaching environment in China, so that learners can learn Portuguese more effectively.
As the world economy draws closer, the Portuguese language is also becoming increasingly popular in China. In order to better adapt to changing times, Portuguese teaching methods in Chinese universities also need to be constantly innovated. And the PBL(Problem-Based Learning) method and the TBL(Euipas-Based Learning) method, as the representative teaching method today, are naturally preferred by some linguists. On this basis, the aim of this dissertation is to introduce the PBL and TBL teaching methods in terms of their history, characteristics and practicability, and to compare the two methods in the context of foreign language learning in China, pointing out the compatibility of the two methods in teaching in China and providing some references for a new model of Portuguese teaching methods in China. However, in order to show the use of PBL and TBL pedagogies in Chinese universities, this paper uses a questionnaire distributed to learners studying Portuguese in Chinese universities as an empirical study. In this way, it is possible not only to find out the opinion of Portuguese students in China about the use of these two pedagogies, but also to understand the difficulties and needs they encounter in their learning. In this way, it will be possible to choose a Portuguese teaching method that is more suited to the teaching environment in China, so that learners can learn Portuguese more effectively.
Descrição
Palavras-chave
Método de ABP Método de ABE Ensino de Português como Língua Estrangeira Ensino de língua estrangeira na China PBL method TBL method Teaching of Portuguese as a foreign language Foreign language teaching in China