本文選題：對外漢語　切入點：修辭　出處：《曲阜師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：近些年，在對外漢語修辭教學(xué)方面的研究表現(xiàn)在以下幾個方面：探討了對外漢語修辭教學(xué)在對外漢語教學(xué)中重要性及必要性；闡述了對外漢語修辭教學(xué)與本民族漢語教學(xué)中修辭教學(xué)的差異性；論述了對外漢語修辭教學(xué)與文化的特殊關(guān)系；提出了對外漢語修辭教學(xué)的內(nèi)容及策略。從這些研究成果看，對外漢語修辭教學(xué)法的探討還很不充分，因此我們亟需對此進(jìn)行深入的研究，以便于對外漢語修辭課程的順利開展和促進(jìn)留學(xué)生交際能力的快速提升。 本文依據(jù)話語修辭理論，提出了修辭教學(xué)內(nèi)容的確定原則，并對相應(yīng)的修辭教學(xué)內(nèi)容進(jìn)行了概述。依據(jù)建構(gòu)主義理論，設(shè)計了以語境創(chuàng)設(shè)為主、語伴互助為輔的語伴教學(xué)模式，并對其應(yīng)用于對外漢語修辭教學(xué)中的操作步驟和操作方法進(jìn)行了詳細(xì)的介紹，在聽、說、讀、寫各課型中展開了具體討論，希望對對外漢語修辭教學(xué)相關(guān)方面有所幫助。文章共分為五章：第一章為緒論部分，介紹和說明了相關(guān)的研究背景、研究意義和方法，并對文中出現(xiàn)的有關(guān)術(shù)語作出了解釋。第二章為研究綜述部分，主要針對現(xiàn)代漢語修辭學(xué)、對外漢語修辭學(xué)和對外漢語修辭教學(xué)研究的理論成果進(jìn)行了歸納總結(jié)，，闡述了語伴模式應(yīng)用于對外漢語修辭教學(xué)的可能性和必要性。第三章的內(nèi)容包括以下五個方面：一是語伴模式的來源；二是總結(jié)了語伴模式語境性、互補(bǔ)性以及語伴角色多重性的三大特點；三是分析了語伴模式的操作步驟，針對其教學(xué)目標(biāo)、評價方法以及教學(xué)活動的安排等進(jìn)行了詳細(xì)論述；四是對語伴的組成以及對學(xué)生、教師的要求和課堂上的操作環(huán)節(jié)做出了詳細(xì)說明；五是對一定的修辭內(nèi)容如何結(jié)合到聽、說、讀、寫不同的課型中進(jìn)行講解以及如何創(chuàng)設(shè)語境提出了相關(guān)策略和建議。第四章將語伴模式與情景教學(xué)法進(jìn)行了比較研究，依據(jù)實用性、民族性、難易適度性、相關(guān)性四個原則確定了對外漢語修辭教學(xué)的內(nèi)容，從語音修辭、詞匯修辭、句式修辭、辭格修辭、語體修辭、語篇修辭和言語行為修辭等方面著手，進(jìn)行了簡要概述。最后以“十一五”國家級規(guī)劃教材《發(fā)展?jié)h語》為依據(jù)，結(jié)合聽、說、讀、寫不同的課型，分別舉例加以說明，并在此基礎(chǔ)上總結(jié)了語伴模式所具有的優(yōu)越性。第五章是本文的結(jié)語部分，總結(jié)了本研究的主要觀點、不足和期望。
[Abstract]:In recent years, the research on Chinese rhetoric teaching in the following aspects: To explore the importance of Chinese rhetoric teaching in foreign language teaching and the necessity; expounds the differences of external Chinese rhetoric teaching of rhetoric and the Chinese teaching in teaching; the special relationship between Chinese rhetoric teaching and culture is put forward; the contents and methods of Chinese rhetoric teaching. From these studies, to explore the rhetoric teaching method of foreign language are not sufficient, so we need to conduct in-depth research, in order to facilitate the smooth development of Chinese rhetoric course and promote the rapid promotion of communicative competence of the students.
On the basis of discourse rhetoric theory, put forward the principles of determining the rhetoric teaching content, and the rhetoric of the corresponding teaching content are summarized. According to constructivism theory, designed to create a context based, with mutual language supplemented with language teaching mode, operation procedure and operation method and its application in foreign language teaching in Rhetoric in detail, in listening, reading, writing, each class carried out a specific discussion, we hope to help Chinese rhetoric teaching related aspects. The article is divided into five chapters: the first chapter is the introduction part, introduces the relevant research background, research significance and methods, and made the interpretation of the relevant terms in this paper. The second chapter is the overview part, mainly for the modern Chinese rhetoric theory, Chinese rhetoric and Chinese rhetoric of foreign teaching and research are summarized. The necessity and possibility of the model used in foreign language with Chinese rhetoric teaching. The third chapter includes the following five aspects: one is the source language with the model; two is a summary of the language context of complementary mode with three characteristics, multiple roles and the language with three steps is analyzed; the language with the model, according to the teaching objectives, teaching activities and evaluation methods are discussed in detail; four is the composition of the language with and for the students, teachers and classroom operation requirements on madedetailed; five is of certain rhetoric content how to combine to listen to, say, read, write and puts forward some strategies and suggestions to explain the different class and how to create a context. The fourth chapter Yuban mode and situational teaching method was studied, based on practical, nationality, moderate difficulty, correlation between the four original It is determined the Chinese rhetoric teaching content from the phonetic rhetoric, vocabulary rhetoric, sentence rhetoric, rhetoric rhetoric, rhetorical style, discourse rhetoric and rhetoric speech act and so on are summarized. Finally, in the "11th Five-Year" national planning materials "development of Chinese" as the basis, combined with listening, saying, read and write the different class, illustrated, and on this basis, summarizes the superiority of language with pattern has. The fifth chapter is the conclusion part of this paper, summarizes the main points of this research, problems and expectations.

【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻(xiàn)】

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本文編號：1592554