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  本文關(guān)鍵詞：對外漢語民俗課多媒體教學(xué)　出處：《復(fù)旦大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 對外漢語 民俗課 多媒體教學(xué)

【摘要】：歷經(jīng)了近代以來的曲折道路,民俗終于從文化負(fù)擔(dān)轉(zhuǎn)變?yōu)槲幕Y源(費(fèi)孝通,2001),民俗受到尊重和珍視后,“中國民俗”這個概念被凸顯出來。語言無法脫離文化的底座而獨(dú)立存在,要學(xué)習(xí)第二語言,就必須要了解第二文化,而民俗文化正是構(gòu)成人類的民族的文化史和文化學(xué)的一個重要因素(鐘敬文,1998)。 在漢語作為第二語言的教學(xué)中,“中國民俗文化課”(簡稱為對外民俗課)是面向中高年級留學(xué)生,旨在向其傳播中國的民俗文化,培養(yǎng)他們跨文化交際能力的一門文化類選修課程。本文從中國民俗和對外漢語教學(xué)的關(guān)系出發(fā),以跨文化的角度來看民俗和留學(xué)生之間的關(guān)系,并結(jié)合民俗課本身的特點(diǎn),來分析對外民俗課這一課程設(shè)立的必要性以及獨(dú)特性；同時也對目前一些正在使用的對外民俗課教材做了調(diào)查,并著重分析了北京語言大學(xué)使用的舒燕的《中國民俗》和暨南大學(xué)使用的王衍軍的《中國民俗概觀》。 本文認(rèn)為民俗課作為對外文化教學(xué)的一部分有著重要的地位,其本身應(yīng)與中文系的民俗學(xué)相區(qū)別；而從中國民俗事象本身的特點(diǎn)、多媒體教學(xué)的優(yōu)勢以及留學(xué)生對于民俗課授課方式的需求等幾個方面綜合考慮,民俗課應(yīng)在教學(xué)內(nèi)容上安排大量的多媒體素材,如圖片、音樂、電影、紀(jì)錄片、動畫等。在選擇中國民俗多媒體素材時,應(yīng)遵循代表性、準(zhǔn)確性和趣味性等原則,還應(yīng)該根據(jù)教學(xué)計(jì)劃對素材作適當(dāng)?shù)男薷暮驼{(diào)整。最后考慮到文化教學(xué)應(yīng)服務(wù)于語言教學(xué)這一目標(biāo),對外民俗課上也應(yīng)適當(dāng)安排一些配合語言教學(xué)的知識點(diǎn)。(筆者通過對復(fù)旦大學(xué)2010年暑期漢語培訓(xùn)短期班的中高年級80余名留學(xué)生的關(guān)于“中國民俗”調(diào)查問卷,著重分析了他們潛在的學(xué)習(xí)中國民俗的興趣情況以及他們對民俗課的教學(xué)方式的選擇。)
[Abstract]:After a tortuous road in modern times, folklore has finally changed from a cultural burden to a cultural resource (Fei Xiaotong / 2001), after which folklore was respected and valued. The concept of "Chinese folklore" is highlighted. Language cannot exist independently from the base of culture. To learn a second language, one must understand the second culture. Folklore culture is an important factor in the cultural history and culture of the nation. In the teaching of Chinese as a second language, "Chinese Folk Culture course" (referred to as "Foreign folklore course") is designed to spread Chinese folklore culture to students of middle and high grades. From the perspective of the relationship between Chinese folklore and teaching Chinese as a foreign language, this paper looks at the relationship between folklore and foreign students from the perspective of cross-culture. Combined with the characteristics of the folklore course itself, this paper analyzes the necessity and uniqueness of the establishment of the foreign folklore course. At the same time, it also makes an investigation on some foreign folklore teaching materials that are being used at present. This paper also analyzes Shu Yan's Chinese folklore and Wang Yanjun's'an overview of Chinese folklore 'used by Beijing language and language University. This paper holds that folklore as a part of the teaching of foreign culture has an important position, which itself should be different from the folklore of the Chinese department; Considering the characteristics of Chinese folklore itself, the advantages of multimedia teaching and the demand of foreign students for folklore teaching methods, folklore lessons should arrange a large amount of multimedia materials in the teaching content. Such as pictures, music, movies, documentaries, animations, etc. When selecting Chinese folk multimedia materials, we should follow the principles of representativeness, accuracy and interest. The material should also be modified and adjusted according to the teaching plan. Finally, it is considered that the teaching of culture should serve the purpose of language teaching. Foreign folklore classes should also be properly arranged to match the language teaching knowledge. (. Through the questionnaire of "Chinese folklore" of more than 80 senior students in the short summer Chinese training class of Fudan University in 2010. This paper mainly analyzes their potential interest in learning Chinese folklore and their choice of teaching methods for folklore lessons.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉雪瑩;毛瑞;;對外漢語民俗文化教學(xué)[J];現(xiàn)代交際;2012年12期

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本文編號：1413996