本文選題：對(duì)外漢語(yǔ) + 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(yǔ)熱”的興起，對(duì)外漢語(yǔ)教學(xué)受到了國(guó)內(nèi)外人士的普遍關(guān)注，詞匯教學(xué)是漢語(yǔ)教學(xué)的關(guān)鍵，對(duì)外漢語(yǔ)詞匯教學(xué)則是整個(gè)對(duì)外漢語(yǔ)教學(xué)的基礎(chǔ)，一直被專(zhuān)家學(xué)者所重視，是個(gè)教學(xué)熱點(diǎn)。但是，對(duì)外漢語(yǔ)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(gè)難點(diǎn)。傳統(tǒng)的詞匯教學(xué)法以整詞為單位進(jìn)行教學(xué)，在教學(xué)過(guò)程中難免有不足之處，而詞素教學(xué)法是以詞素為單位進(jìn)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(jìn)行詞匯學(xué)習(xí)，一定程度上彌補(bǔ)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(jìn)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(jí)對(duì)外漢語(yǔ)綜合教材《新實(shí)用漢語(yǔ)課本》為底本，對(duì)其生詞表中的詞素展開(kāi)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(yǔ)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(duì)教材中詞素的研究，包括判定詞素并對(duì)詞素進(jìn)行分類(lèi)分析，并結(jié)合教材生詞表中的詞素分類(lèi)情況對(duì)詞素教學(xué)進(jìn)行分析；三、教材中詞素義的研究，根據(jù)義項(xiàng)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(shí)例進(jìn)行分析，總結(jié)詞義和詞素義的關(guān)系；四、基于對(duì)生詞表中詞素、詞素義的研究，發(fā)現(xiàn)《新實(shí)用漢語(yǔ)課本》在用作詞匯教學(xué)時(shí)，一定程度上能夠體現(xiàn)出對(duì)詞素教學(xué)的認(rèn)同，，但是整體上還是專(zhuān)注于傳統(tǒng)的詞匯教學(xué)法，并據(jù)此對(duì)《新實(shí)用漢語(yǔ)課本》進(jìn)行評(píng)價(jià)以及對(duì)如何開(kāi)展詞素教學(xué)提出建議，希望能對(duì)初級(jí)對(duì)外漢語(yǔ)詞匯教學(xué)提供一定參考意見(jiàn)。五、以《新實(shí)用漢語(yǔ)課本》第八課為例，展開(kāi)教學(xué)設(shè)計(jì)，重點(diǎn)講解詞語(yǔ)教學(xué)中的詞素教學(xué)，并進(jìn)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(shì)，有利于詞匯教學(xué)的發(fā)展，但是如何更好地利用詞素進(jìn)行對(duì)外漢語(yǔ)詞匯教學(xué)，還需要在今后的研究中進(jìn)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(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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