本文選題：文化符號(hào) + 泰國��； 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：隨著中國的綜合實(shí)力的不斷加強(qiáng)和國際地位的提高,漢語學(xué)習(xí)的熱情只增不減。為響應(yīng)國家以及漢辦的號(hào)召,在輸出我們的經(jīng)濟(jì)實(shí)力的同時(shí),要加強(qiáng)文化軟實(shí)力。同時(shí),中國文化符號(hào)在泰國的認(rèn)同、傳播等情況的調(diào)查研究,助于傳播中華文化,也有助于以后的對(duì)外漢語教學(xué)。另外,目前泰國是境外漢語學(xué)習(xí)人數(shù)最多的國家,但有關(guān)中國文化符號(hào)在泰國的認(rèn)同情況的研究不多,希望通過此次調(diào)查研究得出中國文化在泰國曼谷地區(qū)的傳播情況,了解到中國不同文化層面在泰國曼谷地區(qū)的認(rèn)同情況和喜愛程度。以期在本次調(diào)查分析與研究的基礎(chǔ)上有一些創(chuàng)造性的成果,并對(duì)對(duì)外漢語教學(xué)和教材的編寫有建設(shè)性的建議。本文是基于問卷調(diào)查的數(shù)據(jù)基礎(chǔ)上展開研究分析的,主要采用文獻(xiàn)研究法、問卷調(diào)查法、訪談?dòng)涗浄ㄏ嘟Y(jié)合的研究方法。將中國文化符號(hào)分為中國文化生活符號(hào)、中國文化藝術(shù)符號(hào)、中國文化思想符號(hào)和中國文化其它象征性符號(hào),并結(jié)合國內(nèi)學(xué)者相關(guān)研究、對(duì)泰漢語教材的文化內(nèi)容以及在泰國生活體驗(yàn)的觀察與采訪,共選取了 42個(gè)具有代表性的符號(hào)。并針對(duì)漢語學(xué)習(xí)者、非漢語學(xué)習(xí)者、曾去過中國的漢語學(xué)習(xí)者和通過HSK考試的漢語學(xué)習(xí)者這四種調(diào)查對(duì)象展開調(diào)查分析,調(diào)查分析同一符號(hào)對(duì)于不同被調(diào)查對(duì)象的差異,同一調(diào)查對(duì)象對(duì)于不同文化符號(hào)的差異。本文通過調(diào)查問卷的形式對(duì)泰國曼谷地區(qū)的共421名漢語學(xué)習(xí)者和60名非漢語學(xué)習(xí)者進(jìn)行調(diào)查,調(diào)查結(jié)果顯示:1.對(duì)中國的喜歡度高于喜歡漢語/漢字;2.泰國民眾普遍認(rèn)同度高的前五名依次是春節(jié)、筷子、茶、佛教和功夫;3.泰國民眾普遍認(rèn)同度低的前五名依次是李白、古典詩詞、清裝、儒教、道教;4.漢語學(xué)習(xí)者和非漢語學(xué)習(xí)者認(rèn)同差異較大的符號(hào)有十二生肖、書法、剪紙、五星紅旗和長城;5.泰國民眾對(duì)包拯和孫悟空的認(rèn)同度都較高。根據(jù)調(diào)查和分析,在對(duì)泰漢語教學(xué)中應(yīng)該從教材、教師本體和網(wǎng)絡(luò)媒體這三方面來進(jìn)一步改善漢語教學(xué)和推進(jìn)中國文化在泰國的傳播;對(duì)于非漢語學(xué)習(xí)者來說要充分利用影視網(wǎng)絡(luò)這一媒介,發(fā)揮影視網(wǎng)絡(luò)的文化推動(dòng)作用,以提高他們對(duì)于漢語和中國文化的認(rèn)同。
[Abstract]:With the strengthening of China's comprehensive strength and the improvement of its international status, the enthusiasm for learning Chinese has only increased. In response to the call of the state and Hanban, we should strengthen our cultural soft power while exporting our economic strength. At the same time, the investigation and research on the identity and communication of Chinese cultural symbols in Thailand is helpful to the dissemination of Chinese culture as well as to the teaching of Chinese as a foreign language in the future. In addition, Thailand is currently the country with the largest number of overseas Chinese learners, but there are few studies on the identity of Chinese cultural symbols in Thailand. It is hoped that through this survey, the dissemination of Chinese culture in the Bangkok region of Thailand can be obtained. To understand the different cultural aspects of China in the Bangkok region, Thailand, the status of identity and love. On the basis of the investigation and analysis, there are some creative results, and constructive suggestions for teaching Chinese as a foreign language and compiling textbooks for teaching Chinese as a foreign language. Based on the data of questionnaire, this paper mainly adopts the methods of literature research, questionnaire survey and interview record. Chinese cultural symbols are divided into Chinese cultural life symbols, Chinese cultural and artistic symbols, Chinese cultural and ideological symbols and other symbolic symbols of Chinese culture. The cultural content of Thai Chinese teaching material and the experience of living in Thailand are observed and interviewed, 42 representative symbols are selected. And the investigation and analysis are carried out for Chinese learners, non-Chinese learners, Chinese learners who have been to China and Chinese learners who have passed the HSK examination, and the differences between the same symbols for different subjects are analyzed. The differences of different cultural symbols between the same subjects. In this paper, 421 Chinese learners and 60 non-Chinese learners in the Bangkok area of Thailand were investigated by questionnaire, and the results showed that 1. 1. The preference for China is higher than that for Chinese / Chinese characters. Thai people generally agree that the top five are the Spring Festival, chopsticks, tea, Buddhism and kungfu. The top five generally accepted by Thai people were Li Bai, classical poetry, Qing costume, Confucianism and Taoism. Chinese learners and non-Chinese learners identify with the big differences in the symbol of the Chinese zodiac, calligraphy, paper-cut, five-star red flag and the Great Wall 5. Thai people have a high degree of approval for both Bao Zheng and Sun Wukong. According to the investigation and analysis, we should further improve Chinese teaching and promote the spread of Chinese culture in Thailand from the three aspects of teaching materials, teachers' Noumenon and network media. For non-Chinese learners, it is necessary to make full use of film and television network as a medium to promote the culture of film and television networks in order to enhance their recognition of Chinese and Chinese culture.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

1 吳慶;張洋;孫婧;;基于多元統(tǒng)計(jì)分析的中國文化符號(hào)研究[J];中國傳媒大學(xué)學(xué)報(bào)(自然科學(xué)版);2015年04期

2 王麗雅;;中國文化符號(hào)在海外傳播現(xiàn)狀初探[J];國際新聞界;2013年05期

3 張國良;陳青文;姚君喜;;媒介接觸與文化認(rèn)同——以外籍漢語學(xué)習(xí)者為對(duì)象的實(shí)證研究[J];西南民族大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2011年05期

4 吳瑛;馮忠芳;;中國文化在泰國的影響力研究[J];同濟(jì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年01期

5 王一川;張洪忠;林瑋;;我國大學(xué)生中外文化符號(hào)觀調(diào)查[J];當(dāng)代文壇;2010年06期

相關(guān)重要報(bào)紙文章 前1條

1 柳田;;中國人需要怎樣的文化符號(hào)[N];解放日?qǐng)?bào);2011年

相關(guān)博士學(xué)位論文 前1條

1 趙美玲;中國古典詩歌在泰國當(dāng)代的傳播與影響[D];上海大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 關(guān)婷婷;試論民間藝術(shù)在對(duì)外漢語文化教學(xué)中的應(yīng)用[D];山東大學(xué);2015年

2 高珊珊;淺析泰國中學(xué)生喜愛的中國文化符號(hào)及其活動(dòng)設(shè)計(jì)[D];廣西大學(xué);2015年

3 嚴(yán)藝海;泰國公立中小學(xué)中華文化及才藝課程現(xiàn)狀分析與對(duì)策[D];四川師范大學(xué);2015年

4 李樂;泰國中學(xué)生漢語教材調(diào)查研究[D];吉林大學(xué);2014年

5 劉家瑛;中國春節(jié)的符號(hào)分析及其跨文化傳播研究[D];蘭州大學(xué);2014年

6 張夢(mèng)瑤;對(duì)外漢語教材中的文化內(nèi)容教學(xué)研究[D];廣西大學(xué);2013年

7 袁莉;泰國中學(xué)生與中國文化學(xué)習(xí)[D];四川師范大學(xué);2013年

8 溫雯;泰國學(xué)習(xí)文化調(diào)查及其對(duì)漢語教學(xué)的影響[D];山東大學(xué);2012年

9 周麗;中國傳統(tǒng)文化的對(duì)外傳播研究[D];重慶大學(xué);2012年

10 鄭瑩;試論漢文化對(duì)泰國文化的影響[D];云南大學(xué);2012年

，

本文編號(hào)：1963918