本文選題：文化能力 + 傳遞　； 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：隨著經(jīng)濟(jì)全球化的不斷發(fā)展,高等教育國際化的進(jìn)程也在不斷加快,對(duì)外漢語教學(xué)是中國立足于世界發(fā)展宣傳其文化的必要手段和途徑,更是重要的文化外交手段。在日前對(duì)外漢語教學(xué)蓬勃發(fā)展,世界各地的孔子學(xué)院數(shù)量不斷增多的前提之下,如何通過語言的交流,完成文化交流的目的,將文化傳遞引入對(duì)外漢語教學(xué),就顯得尤為重要了。 培養(yǎng)交際文化能力是對(duì)外漢語教學(xué)最重要的目的。教育工作者在對(duì)外漢語教學(xué)中承擔(dān)的不單是語言的傳遞,更是肩負(fù)著傳遞交際文化能力的重任。因?yàn)?在兩種文化的交流過程中一定會(huì)面對(duì)諸多問題。因此,必須要在教學(xué)中建立多元文化立場。在教學(xué)過程中,多種文化信息要經(jīng)歷多次的輸出和輸入過程,為了最大程度上保留其“原汁原味”的意境,就必須在了解多元文化的基礎(chǔ)上考慮到傳播過程中的“文化缺省”問題。因此,要認(rèn)真思考教學(xué)方式,提高自身文化修養(yǎng),熟悉不同文化背景下的人際交流可能出現(xiàn)的問題,對(duì)信息傳遞采取必要的加工和整理；另一方面,要根據(jù)實(shí)際教學(xué)情況,不斷積累經(jīng)驗(yàn),適時(shí)調(diào)整教學(xué)方法。 本文通過分析文化的概念與內(nèi)涵,闡明文化與語言之間的內(nèi)在關(guān)系。語言的發(fā)展與文化的發(fā)展是密切相關(guān)相輔相成的。在對(duì)外漢語教學(xué)中重視文化傳遞,能夠使留學(xué)生獲得“跨文化意識(shí)”；減輕文化差異所導(dǎo)致的文化不適；調(diào)動(dòng)“教”與“學(xué)”的積極性。通過對(duì)文化傳遞途徑的語言教學(xué)、交際運(yùn)用的進(jìn)行分析,將這種傳遞途徑模式的經(jīng)驗(yàn)帶入到教學(xué)之中,尋求對(duì)外漢語教學(xué)中文化傳遞的方式。在實(shí)際教學(xué)中,通過體驗(yàn)教學(xué)、對(duì)話教學(xué)、對(duì)比教學(xué)等多種方式,良好地傳遞中華文化思想。培養(yǎng)學(xué)生對(duì)于文化的認(rèn)知和理解。
[Abstract]:With the continuous development of economic globalization, the process of internationalization of higher education is also speeding up. Teaching Chinese as a foreign language is the necessary means and means for China to promote its culture based on the development of the world, and it is also an important means of cultural diplomacy. With the booming development of teaching Chinese as a foreign language and the increasing number of Confucius Institutes around the world, how to achieve the purpose of cultural exchange through language exchange, and how to introduce cultural transmission into teaching Chinese as a foreign language, It is especially important. Cultivating communicative cultural competence is the most important purpose of teaching Chinese as a foreign language. What educators undertake in teaching Chinese as a foreign language is not only the transmission of language, but also the important task of transmitting cultural competence of communication. Because, in the process of communication between the two cultures will be faced with many problems. Therefore, we must establish a multicultural position in teaching. In the teaching process, many kinds of cultural information have to go through many output and input processes, in order to keep its "original" artistic conception to the greatest extent. The problem of cultural default must be taken into account on the basis of understanding multiculturalism. Therefore, it is necessary to seriously think about teaching methods, improve one's own cultural accomplishment, be familiar with the problems that may arise in interpersonal communication in different cultural backgrounds, and take necessary processing and arrangement of information transmission; on the other hand, according to the actual teaching situation, Accumulate experience continuously, adjust teaching method in time. By analyzing the concept and connotation of culture, this paper clarifies the inner relationship between culture and language. The development of language and the development of culture are closely related to each other. Paying attention to cultural transmission in teaching Chinese as a foreign language can make foreign students gain "cross-cultural consciousness", alleviate the cultural discomfort caused by cultural differences, and arouse the enthusiasm of "teaching" and "learning". Through the analysis of the language teaching and communicative application of the cultural transmission approach, the experience of this mode of transmission is brought into the teaching to seek the way of cultural transmission in the teaching of Chinese as a foreign language (TCFL). In practical teaching, Chinese cultural thought is well transmitted through experience teaching, dialogue teaching, contrast teaching and so on. Cultivate students' knowledge and understanding of culture.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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