{"id":644,"date":"2020-01-18T20:02:19","date_gmt":"2020-01-18T18:02:19","guid":{"rendered":"https:\/\/webs.uab.cat\/txicc\/%e5%9b%bd%e9%99%85%e6%b1%89%e8%af%ad%e6%95%99%e8%82%b2%e5%ae%98%e6%96%b9%e7%a1%95%e5%a3%ab\/"},"modified":"2020-01-18T22:06:57","modified_gmt":"2020-01-18T20:06:57","slug":"%e5%9b%bd%e9%99%85%e6%b1%89%e8%af%ad%e6%95%99%e8%82%b2%e5%ae%98%e6%96%b9%e7%a1%95%e5%a3%ab","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/txicc\/zh-hans\/%e5%9b%bd%e9%99%85%e6%b1%89%e8%af%ad%e6%95%99%e8%82%b2%e5%ae%98%e6%96%b9%e7%a1%95%e5%a3%ab\/","title":{"rendered":"\u56fd\u9645\u6c49\u8bed\u6559\u80b2\u5b98\u65b9\u7855\u58eb"},"content":{"rendered":"<p>\u672c\u4e13\u4e1a\u6240\u6709\u5df2\u901a\u8fc7\u7b54\u8fa9\u7684\u7855\u58eb\u8bba\u6587\u5217\u8868\u5982\u4e0b (\u6309\u5b66\u5e74\u6392\u5217)\u3002\u70b9\u51fb\u8bba\u6587\u6807\u9898\u53ef\u67e5\u770b\u8be5\u8bba\u6587\u6458\u8981\u3001\u5173\u952e\u8bcd\u53ca\u5bfc\u5e08\u59d3\u540d\u7b49\u5185\u5bb9\u3002<\/p>\n<ul>\n<li><strong>2019-2020\u5b66\u5e74\u3002&nbsp; <a href=\"https:\/\/webs.uab.cat\/txicc\/wp-content\/uploads\/sites\/309\/2020\/01\/tfm_mdxh_19-20_0.pdf\">\u6587\u6863\u5305\u542b\u6240\u6709\u6bd5\u4e1a\u8bba\u6587\u7684\u4e3b\u8981\u6570\u636e\u3002<\/a><\/strong><\/li>\n<\/ul>\n<table border=\"3\" cellpadding=\"2\" cellspacing=\"1\" width=\"100%\">\n<tbody>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p><b>\u59d3\u540d<\/b><\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><strong>\u8bba\u6587\u9898\u76ee<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Chen Hailun<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>La evaluaci\u00f3n aut\u00e9ntica en el aprendizaje del chino: An\u00e1lisis&nbsp;y mejora de la autenticidad del examen chino oficial HSK de nivel 2<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Chen Jia<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Materiales tecnol\u00f3gicos y el desarrollo de competencias interculturales, ling\u00fc\u00edsticas o digitales<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Chen Lewei<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>An\u00e1lisis y comparaci\u00f3n en el uso de la ense\u00f1anza tradicional e interactiva en las clases virtuales del chino para la competencia comunicativa oral<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Gao Xin<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>El uso de textos reales para la ense\u00f1anza del chino: los carteles como estudio de caso<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Julia Lu<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><a href=\"https:\/\/ddd.uab.cat\/record\/232414\" target=\"_blank\" rel=\"noopener\">Ense\u00f1anza del chino como lengua heredada a estudiantes de origen chino en Espa\u00f1a<\/a><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Li Siyuan<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Incentivar la expresi\u00f3n escritura a trav\u00e9s de uso de im\u00e1genes<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Li Yingxiang<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><a href=\"https:\/\/ddd.uab.cat\/record\/232390\" target=\"_blank\" rel=\"noopener\">Tipolog\u00eda de recursos de las TIC para el aula de chino: clasificaci\u00f3n y caracter\u00edsticas<\/a><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Lin Weina<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>C\u00f3mo fomentar la participaci\u00f3n en adolescentes que cursan chino mandar\u00edn a trav\u00e9s de diferentes estrategias de ense\u00f1anza<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Lu Tianling<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Comunicaci\u00f3n no verbal en la ense\u00f1anza de chino en la educaci\u00f3n infantil no formal -En aulas de chino con 9 alumnos (5-6 a\u00f1os)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Peng Xin<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>An\u00e1lisis de actividades de gesti\u00f3n del aula (animar a la participaci\u00f3n, elicitar conocimientos, corregir, dar feedback, uso de la pizarra, etc.<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Qin Xinyue<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Actitudes de los docentes en activo y en formaci\u00f3n hacia la ense\u00f1anza del chino como LE desde un enfoque pluriling\u00fce<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Tang Ting<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><a href=\"https:\/\/ddd.uab.cat\/record\/232391\" target=\"_blank\" rel=\"noopener\">El uso de las TIC en la did\u00e1ctica del chino como lengua extranjera: Una revisi\u00f3n bibliogr\u00e1fica<\/a><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Tong Zhuohang<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Malentendidos culturales en los materiales did\u00e1cticos: estudios y sugerencias<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Wang Zihui<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><a href=\"https:\/\/ddd.uab.cat\/record\/229083\" target=\"_blank\" rel=\"noopener\">Propuesta para el aprendizaje de chino con redes sociales<\/a><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Yan Ni<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>An\u00e1lisis comparativo de dos aplicaciones para ayudar a ni\u00f1os de 6 a 8 a\u00f1os en su proceso de alfabetizaci\u00f3n en chino como lengua extranjera<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Yao Zhuoqun<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Ense\u00f1anzar la part\u00edcula \u4e86 a estudiantes hispanohablantes de nivel a1 a2 y b1 desde un punto de vista contrastivo<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Yin Kexin<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>Herramientas on-line para el aprendizaje del chino en los adolescentes<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Zhang Jiayun<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>La gamificaci\u00f3n en el aprendizaje del chino: presente y futuro<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Zhang Yujing<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>El aprendizaje informal como complemento al aprendizaje formal del chino: estudio exploratorio en Barcelona<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Zheng Qi<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p>El uso de las TIC en la clase de chino en la EOIBD<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 261px;\">\n<p>Zhong Xin<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1429px;\">\n<p><a href=\"https:\/\/ddd.uab.cat\/record\/229081\" target=\"_blank\" rel=\"noopener\">El tratamiento de los estereotipos culturales en la clase de chino como lengua extranjera: una propuesta did\u00e1ctica para nivel b\u00e1sico<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><strong>2019-2020\u5b66\u5e74\u3002&nbsp; <a href=\"http:\/\/grupsderecerca.uab.cat\/txicc\/sites\/grupsderecerca.uab.cat.txicc\/files\/tfm_mdxh_18-19.pdf\" target=\"_blank\" rel=\"noopener\">\u6587\u6863\u5305\u542b\u6240\u6709\u6bd5\u4e1a\u8bba\u6587\u7684\u4e3b\u8981\u6570\u636e\u3002<\/a><\/strong><\/li>\n<\/ul>\n<table border=\"3\" cellpadding=\"2\" cellspacing=\"1\" width=\"100%\">\n<tbody>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p><strong>\u59d3\u540d&nbsp;<\/strong><\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p><strong>\u8bba\u6587\u9898\u76ee<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Chen Jiadi<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Enfoques pluriling\u00fces y pluriculturales en la ense\u00f1anza \/ aprendizaje del chino<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Ding Lin<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>La mediaci\u00f3n en la clase de chino como lengua extranjera: an\u00e1lisis de casos en los niveles A1 y A2<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Fang Tianman<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>El componente l\u00fadico en las clases de chino como lengua extranjera: las canciones infantiles como herramienta de aprendizaje<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Jin Yuqian<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>El desarrollo de la competencia intercultural en el aula principiante de chino como la lengua extranjera segunda<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Li Peichen<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>An\u00e1lisis del discurso del profesor en el aula de chino como lengua extranjera: estudio de caso sobre las estrategias comunicativas en los niveles b\u00e1sicos<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Li Panpan<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Los textos aut\u00e9nticos y no aut\u00e9nticos en varios manuales para aprender chino<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Liu Yifan<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>An\u00e1lisis de estudiantes de escuela secundaria con necesidades educativas especiales en Espa\u00f1a a trav\u00e9s de las experiencias personales de did\u00e1ctica del chino<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Ng Tung<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Aplicaci\u00f3n del pluriling\u00fcismo en la ense\u00f1anza del chino para hispanohablantes<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Situ Dongqi<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Situaci\u00f3n de los profesores de lengua china nativos en los centros de ense\u00f1anza de chino para&nbsp;huaqiao&nbsp;en Espa\u00f1a<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Sun Xiaoqing<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>An\u00e1lisis contrastivo de la ense\u00f1anza de los caracteres en diferentes manuales de chino&nbsp;<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Tang Siqi<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>An\u00e1lisis de la coherencia de la comprensi\u00f3n auditiva de HSK III con el Marco Com\u00fan Europeo de Referencia para las Lenguas<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Wu Xia<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Estrategias pedag\u00f3gicas para el tratamiento de los mitos sobre la escritura china&nbsp;<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Wu Xuanxi<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Fen\u00f3menos socioculturales (identidades de aprendices, motivaci\u00f3n\/inversi\u00f3n, etc.) en el aprendizaje del chino<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Xu Yanjun<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Panor\u00e1mica de los recursos disponibles sobre el autoaprendizaje de la lengua china en YouTube \u2013 Nivel principiante<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Yang Fan<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>An\u00e1lisis de los aspectos culturales en varios libros de texto de nivel inicial de lengua china para hispanohablantes<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Zhang Wanyue<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Ense\u00f1ar expresi\u00f3n escrita utilizando la clase invertida: nivel intermedio<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Zhang Kena<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Un estudio de caso sobre trabajar individualmente o trabajar en grupo en la producci\u00f3n oral en clase del chino como lengua extranjera<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Zhang Xiaofang<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>La adaptaci\u00f3n de textos reales en los manuales para aprender chino como segunda lengua \u2013 El caso del manual \u00abNew practical Chinese reader 5\u00bb<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"border-color: rgb(0, 0, 0); width: 257px;\">\n<p>Zhou Hang<\/p>\n<\/td>\n<td style=\"border-color: rgb(0, 0, 0); width: 1433px;\">\n<p>Herramientas TAC para el dise\u00f1o de actividades en la ense\u00f1anza y aprendizaje del chino como lengua extranjera<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>\u672c\u4e13\u4e1a\u6240\u6709\u5df2\u901a\u8fc7\u7b54\u8fa9\u7684\u7855\u58eb\u8bba\u6587\u5217\u8868\u5982\u4e0b 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