本文關鍵詞： 對外漢語教學語法體系 意念范疇 意念大綱　出處：《北京大學學報(哲學社會科學版)》2002年04期 　論文類型：期刊論文

【摘要】：自 195 8年《漢語教科書》出版以來 ,對外漢語教學語法體系基本上維持原貌。面對這種現(xiàn)狀 ,對外漢語教學界一直在嘗試較好地把漢語語言研究、對外漢語教學研究的成果系統(tǒng)引入教學語法體系。關注語言共性與個性的研究 ,汲取其立論精神 ,從意義的表達入手在整體上把握漢語語言系統(tǒng)的結構規(guī)律 ,以彌補立足于形式的漢語語言描寫的不足 ,不但有助于改進對外漢語教學語法體系 ,而且對漢語語言理論研究的發(fā)展也具有重大價值
[Abstract]:Since the publication of the Chinese textbook in 1958, the grammar system of teaching Chinese as a foreign language has basically maintained its original appearance. In the face of this situation, the field of teaching Chinese as a foreign language has been trying to study the Chinese language better. The achievement system of teaching Chinese as a foreign language (TCFL) is introduced into the teaching grammar system. It pays close attention to the study of language commonness and individuality, and draws on its theoretical spirit. It is not only helpful to improve the grammar system of teaching Chinese as a foreign language, but also to grasp the structural law of the Chinese language system from the perspective of meaning expression in order to make up for the deficiency of the formal Chinese language description. It is also of great value to the development of Chinese language theory.
【作者單位】： 北京大學對外漢語教育學院
【分類號】：H195
【正文快照】： 科德爾 (Ｓ .ＰｉｔＣｏｒｄｅｒ)認為 ,第二語言教學主要課題以及涉及的因素可以分為三個層次[1] (Ｐ13 ) :表 1　　第二語言教學的主要課題層次表性質(zhì)主角課題第一層次政策性的政府的決策部門 是否開展教學工作 ?教什么語言 ?教給誰 ?第二層次 語言學的 (包括與社會學、心

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