本文選題：對(duì)外漢語(yǔ) + 正音　； 參考：《山東大學(xué)》2017年碩士論文

【摘要】：對(duì)外漢語(yǔ)正音課是一門在學(xué)生原有發(fā)音的基礎(chǔ)上,對(duì)其語(yǔ)音問題進(jìn)行標(biāo)準(zhǔn)化糾正的課程。目前,由于各高校的留學(xué)生構(gòu)成不同、培養(yǎng)計(jì)劃不同、教學(xué)目標(biāo)不同導(dǎo)致正音課沒有成為各高校普遍開設(shè)的課程。但是通過調(diào)查,留學(xué)生對(duì)于正音課是有需求的,他們希望通過專業(yè)的正音訓(xùn)練提高自己的漢語(yǔ)發(fā)音。因此,正音課的開設(shè)還是有必要的。而對(duì)于已經(jīng)開設(shè)正音課的學(xué)院,他們也面臨著諸多問題,尤其是正音教材參差不齊,學(xué)生反映正音訓(xùn)練過程比較枯燥等。通過對(duì)山東大學(xué)國(guó)際教育學(xué)院正音課的連續(xù)觀摩和調(diào)查,筆者發(fā)現(xiàn)實(shí)際的正音課堂確實(shí)存在以上問題。因此,根據(jù)學(xué)院學(xué)生各方面的情況設(shè)計(jì)一部比較合適的訓(xùn)練材料,建立一套比較實(shí)用的訓(xùn)練模式就顯得比較重要了。首先,訓(xùn)練材料的合理化可以幫助教師提高上課效率。其次,正確、高效的訓(xùn)練方式不但可以改善學(xué)生的漢語(yǔ)發(fā)音,而且也會(huì)增強(qiáng)留學(xué)生學(xué)習(xí)漢語(yǔ)的信心,促進(jìn)其交際能力的提高。本文共分為五章。第一章為緒論,主要包括選題的緣起和意義,研究?jī)?nèi)容和研究方法,對(duì)外漢語(yǔ)正音訓(xùn)練模式的研究綜述。在研究綜述部分又分別從正音教學(xué)、對(duì)外漢語(yǔ)正音課、對(duì)外漢語(yǔ)正音訓(xùn)練模式三個(gè)方面進(jìn)行論述。第二章是關(guān)于對(duì)外漢語(yǔ)正音課整體的調(diào)查訪談及分析。首先,這部分分為調(diào)查設(shè)計(jì)、調(diào)查分析、調(diào)查結(jié)果和建議三個(gè)小節(jié)。其次,這三個(gè)小節(jié)分別從學(xué)生整體和正音課課堂兩個(gè)方面進(jìn)行研究。其中,對(duì)學(xué)生整體的研究由正音課前和正音課后的調(diào)查設(shè)計(jì)兩部分組成。對(duì)于正音課課堂的研究,主要是通過課堂設(shè)計(jì)和觀摩,發(fā)現(xiàn)學(xué)生存在的語(yǔ)音偏誤,從而給出較為合適的建議。第三章是關(guān)于對(duì)外漢語(yǔ)正音課個(gè)案的調(diào)查訪談及分析。個(gè)案調(diào)查和分析分為對(duì)學(xué)生個(gè)案和教師個(gè)案的訪談和分析。學(xué)生個(gè)案研究的對(duì)象為一個(gè)漢語(yǔ)發(fā)音很好學(xué)生和一個(gè)漢語(yǔ)發(fā)音不好的學(xué)生,通過兩個(gè)學(xué)生的對(duì)比總結(jié)出正音訓(xùn)練和個(gè)人學(xué)習(xí)策略對(duì)他們學(xué)習(xí)效果的影響。對(duì)正音課教師的訪談和分析,主要有學(xué)生對(duì)教師上課情況的反饋、教師的自我評(píng)價(jià)以及教師對(duì)正音課相關(guān)問題的看法等。第四章是正音課的理論基礎(chǔ)和設(shè)計(jì)原則。正音課的研究以語(yǔ)音學(xué)理論、語(yǔ)言監(jiān)控理論、語(yǔ)音偏誤理論為基礎(chǔ)。在此基礎(chǔ)之上,正音課的設(shè)計(jì)原則又包括正音訓(xùn)練材料設(shè)計(jì)原則和正音訓(xùn)練模式設(shè)計(jì)原則。訓(xùn)練材料和訓(xùn)練模式設(shè)計(jì)原則均分為分級(jí)別的和不分級(jí)別的兩個(gè)方面,分級(jí)別的包括初級(jí)、中級(jí)、高級(jí)三個(gè)級(jí)別。第五章是對(duì)外漢語(yǔ)正音課訓(xùn)練模式設(shè)計(jì)。正音課訓(xùn)練模式設(shè)計(jì)包括正音訓(xùn)練材料設(shè)計(jì)和正音訓(xùn)練模式設(shè)計(jì)。這兩種設(shè)計(jì)均分為分級(jí)別的訓(xùn)練模式設(shè)計(jì)和不分級(jí)別的訓(xùn)練模式設(shè)計(jì)。最后,把正音訓(xùn)練模式設(shè)計(jì)運(yùn)用到真實(shí)的課堂中,接受課堂的檢驗(yàn),并根據(jù)檢驗(yàn)出的問題提出相關(guān)建議。最后為論文的結(jié)語(yǔ),包括論文的結(jié)論、不足之處和對(duì)研究的展望。首先對(duì)整篇論文的研究做出總結(jié),然后對(duì)前期調(diào)查、整體設(shè)計(jì)和實(shí)踐中出現(xiàn)的問題進(jìn)行梳理,最后提出相關(guān)研究的發(fā)展空間。此外,我們還根據(jù)論文的設(shè)計(jì)做出了不同的正音訓(xùn)練材料示例和正音訓(xùn)練模式示例,置于附錄中。希望這些示例可以為正音訓(xùn)練提供一些參考,也給教師一定的啟發(fā)。
[Abstract]:Teaching Chinese as a foreign language is a course to standardize the pronunciation of the students on the basis of the original pronunciation of the students. At present, due to the different composition of the students in Colleges and universities, the different training plans and the different teaching objectives have led to the normal course in the colleges and universities. It is in demand that they hope to improve their Chinese pronunciation through professional sound training. Therefore, it is necessary to set up the correct pronunciation course. And for the colleges that have already set up the sound course, they are also faced with many problems, especially the irregular teaching materials, the students reflect the monotonous training process, and so on. Through the Shandong University The author finds that the actual sound class does have the above problems. Therefore, it is important to design a suitable training material according to the situation of the college students and to establish a more practical training model. First, the rationalization of training materials can help. To help teachers improve the efficiency of class. Secondly, correct and efficient training can not only improve students' Chinese pronunciation, but also enhance the students' confidence in Chinese learning and improve their communicative competence. This article is divided into five chapters. The first chapter is an introduction, which mainly includes the origin and significance of the topic, the research content and research methods, the foreign Han Dynasty. A summary of the research on the normal sound training mode. In the part of the research, three aspects are discussed from the positive sound teaching, the foreign Chinese positive course and the Chinese positive tone training mode. The second chapter is about the investigation and analysis of the whole of the Chinese Chinese. First, this part is divided into investigation and analysis, investigation and analysis, and the results and suggestions. Three sections. Secondly, the three sections are studied from two aspects of the students' overall and the normal class. Among them, the study of the students as a whole consists of two parts of the investigation and design of the pre class and the recount after class. The third chapter is about the interview and analysis of the case of Chinese positive sound in foreign language. The case investigation and analysis are divided into the interview and analysis of the student cases and the teacher cases. The object of the case study is a student with a good Chinese pronunciation and a poor Chinese pronunciation, through the comparison of the two students. The influence of sound training and personal learning strategies on their learning effect is summed up. The interview and analysis of the teachers are mainly the students' feedback on the teacher's class situation, the teacher's self evaluation and the teachers' views on the related problems of the normal course. The fourth chapter is the theoretical basis and design principles of the normal sound course. Based on the theory of phonetics, the theory of language monitoring and the theory of phonetic errors, the principles of the design of the sound course include the principle of the design of the sound training material and the principle of the design of the normal training mode. The design principles of the training materials and the training patterns are divided into two aspects of the sub level and the undivided level, and the grades include the primary, the middle, and the middle. The three level. The fifth chapter is the design of the training mode of the normal sound course in Chinese as a foreign language. The design of the training mode of the sound course includes the sound training material design and the sound training mode design. These two kinds of design are divided into the sub level training mode design and the non grade training mode design. Finally, the positive sound training mode is applied to the true design. In the real class, we accept the examination of the class and put forward some suggestions according to the problems that have been tested. Finally, the conclusion of the paper is the conclusion of the paper, the shortcomings and the prospect of the research. In addition, according to the design of the paper, we have made examples of different positive training materials and positive training models, and put them in the appendix. I hope these examples can provide some reference for the training of the sound and some inspiration to the teachers.

【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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