本文選題：對外漢語 + 詞匯教學(xué)�。� 參考：《山東師范大學(xué)》2013年碩士論文

【摘要】：隨著“漢語熱”的興起，對外漢語教學(xué)受到了國內(nèi)外人士的普遍關(guān)注，詞匯教學(xué)是漢語教學(xué)的關(guān)鍵，對外漢語詞匯教學(xué)則是整個對外漢語教學(xué)的基礎(chǔ)，一直被專家學(xué)者所重視，是個教學(xué)熱點。但是，對外漢語教材中詞匯數(shù)量龐大且復(fù)現(xiàn)率低，在教學(xué)中一直是個難點。傳統(tǒng)的詞匯教學(xué)法以整詞為單位進行教學(xué)，在教學(xué)過程中難免有不足之處，而詞素教學(xué)法是以詞素為單位進行教學(xué)，詞素作為造詞和構(gòu)詞單位，可以幫助學(xué)習(xí)者更好地進行詞匯學(xué)習(xí)，一定程度上彌補了傳統(tǒng)詞匯教學(xué)的不足。目前，與詞素相關(guān)的研究，或僅關(guān)注詞素的本體，或單純從詞素教學(xué)的理論出發(fā)。能夠結(jié)合教學(xué)和教材進行詞素研究的卻極少。 本文在前人研究的基礎(chǔ)上，以權(quán)威性的初級對外漢語綜合教材《新實用漢語課本》為底本，對其生詞表中的詞素展開研究。本文的研究主要分為五部分：一、緒論部分，闡明了選題理由，并從語言學(xué)的角度和心理學(xué)的角度闡述詞素教學(xué)的依據(jù)，歸納詞素教學(xué)的研究情況及意義；二、對教材中詞素的研究，包括判定詞素并對詞素進行分類分析，并結(jié)合教材生詞表中的詞素分類情況對詞素教學(xué)進行分析；三、教材中詞素義的研究，根據(jù)義項將詞素分為單義詞素和多義詞素，并結(jié)合教學(xué)中出現(xiàn)的實例進行分析，總結(jié)詞義和詞素義的關(guān)系；四、基于對生詞表中詞素、詞素義的研究，發(fā)現(xiàn)《新實用漢語課本》在用作詞匯教學(xué)時，一定程度上能夠體現(xiàn)出對詞素教學(xué)的認(rèn)同，，但是整體上還是專注于傳統(tǒng)的詞匯教學(xué)法，并據(jù)此對《新實用漢語課本》進行評價以及對如何開展詞素教學(xué)提出建議，希望能對初級對外漢語詞匯教學(xué)提供一定參考意見。五、以《新實用漢語課本》第八課為例，展開教學(xué)設(shè)計，重點講解詞語教學(xué)中的詞素教學(xué)，并進行反思。 本文嘗試從教學(xué)的角度證明詞素教學(xué)有其優(yōu)勢，有利于詞匯教學(xué)的發(fā)展，但是如何更好地利用詞素進行對外漢語詞匯教學(xué)，還需要在今后的研究中進一步探索。
[Abstract]:With the rise of "Chinese fever", the teaching of Chinese as a foreign language has received widespread attention at home and abroad. Vocabulary teaching is the key of Chinese teaching, and vocabulary teaching as a foreign language is the foundation of the whole teaching of Chinese as a foreign language, which has been attached importance to by experts and scholars. It's a hot spot in teaching. However, the large number of vocabulary and low repetition rate in teaching Chinese as a foreign language has always been a difficulty in teaching. The traditional vocabulary teaching method takes the whole word as the unit to carry on the teaching, in the teaching process unavoidably has the insufficiency, but the morpheme teaching method is carries on the teaching with the morpheme as the unit, the morpheme as the word making and the word formation unit, It can help learners to learn vocabulary better and to some extent make up the deficiency of traditional vocabulary teaching. At present, researches related to morpheme only focus on the ontology of morpheme or the theory of morpheme teaching. Few of them are able to study morphemes in combination with teaching and teaching materials. On the basis of previous studies, this paper studies the morpheme of the new practical Chinese textbook, which is an authoritative comprehensive textbook for Chinese as a foreign language. The research of this paper is divided into five parts: first, the introduction part, expound the reason of choosing the topic, and expound the basis of morpheme teaching from the angle of linguistics and psychology, sum up the research situation and significance of morpheme teaching; second, The study of morpheme in teaching material, including judging morpheme and classifying morpheme, and analyzing morpheme teaching by combining the classification of morpheme in new word table of teaching material; third, the study of morpheme meaning in textbook, The morpheme is divided into monosemous morpheme and polysemous morpheme according to the meaning, and the relationship between the morpheme and the morpheme is summarized by analyzing the examples in teaching. 4, based on the research of morpheme and morpheme in the new word table, It is found that the New practical Chinese textbook can reflect the recognition of morpheme teaching to some extent when it is used in vocabulary teaching, but it is still focused on the traditional vocabulary teaching method as a whole. Based on this, the author evaluates New practical Chinese textbook and puts forward some suggestions on how to carry out lexical morpheme teaching, hoping to provide some reference for primary Chinese vocabulary teaching as a foreign language. Fifthly, taking the eighth lesson of New practical Chinese textbook as an example, the teaching design is carried out to explain the morpheme teaching in the teaching of words and phrases, and to reflect on it. This paper tries to prove that morpheme teaching has its advantages from the perspective of teaching, which is beneficial to the development of vocabulary teaching. However, how to make better use of morphemes in teaching Chinese as a foreign language still needs to be further explored in the future research.
【學(xué)位授予單位】：山東師范大學(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)】

相關(guān)期刊論文 前3條

1 肖賢彬;對外漢語詞匯教學(xué)中“語素法”的幾個問題[J];漢語學(xué)習(xí);2002年06期

2 邢紅兵;;《(漢語水平)詞匯等級大綱》雙音合成詞語素統(tǒng)計分析[J];世界漢語教學(xué);2006年03期

3 馮麗萍,宋志明;詞素性質(zhì)與構(gòu)詞能力對留學(xué)生中文詞素識別的影響[J];云南師范大學(xué)學(xué)報;2004年06期

相關(guān)碩士學(xué)位論文 前5條

1 孫輝;語素教學(xué)法與整詞教學(xué)相結(jié)合加強對外漢語詞匯教學(xué)[D];安徽大學(xué);2011年

2 陳俊羽;語素教學(xué)在對外漢語詞匯教學(xué)中的作用[D];北京語言大學(xué);2007年

3 侯宇;論對外漢語語素教學(xué)法[D];陜西師范大學(xué);2008年

4 高珊;對外漢語詞匯教學(xué)中的語素教學(xué)研究[D];黑龍江大學(xué);2009年

5 喬洋;對外漢語教學(xué)中語素教學(xué)的探索[D];黑龍江大學(xué);2012年

本文編號：1791186