本文選題：對外漢語教學(xué) + 中級階段��； 參考：《西南大學(xué)》2013年碩士論文

【摘要】：本文綜合了語言學(xué)、教育學(xué)、文化學(xué)、跨文化交際等方面的理論研究成果,梳理了幾十年來我國對外漢語教材的研究狀況,選取了具有代表性的兩套中級對外漢語綜合教材作為分析樣本,詳盡地統(tǒng)計(jì)了兩套教材中所涉及的當(dāng)代文化項(xiàng)目。總結(jié)了對外漢語教材的發(fā)展情況及文化教學(xué)的大綱與教材問題研究的現(xiàn)狀,并且根據(jù)自制的“文化需求調(diào)查問卷”和“文化試題”的數(shù)據(jù)統(tǒng)計(jì),分析了漢語習(xí)得者對文化教學(xué)的看法和需求。 在兩套中級對外漢語綜合教材存在的問題主要表現(xiàn)在：與知識類文化項(xiàng)目相比較,交際規(guī)約類文化項(xiàng)日比重偏��；對中國歷史、傳統(tǒng)文化介紹居多,對當(dāng)代中國文化的介紹偏少；文化項(xiàng)目的分級上還有欠缺；與學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)需求相對照,文化項(xiàng)目還不夠系統(tǒng)、針對性不強(qiáng),教材對文化差異的關(guān)照不多,導(dǎo)致習(xí)得者學(xué)習(xí)困難；教材對文化教學(xué)的配合和銜接不夠,嚴(yán)重影響習(xí)得者的學(xué)習(xí)效果。 漢語習(xí)得者對中國文化的興趣增大,但是他們在對外漢語學(xué)習(xí)過程中由于文化差異、教材的文化內(nèi)容編寫不盡合理、教師的文化教學(xué)水平還不夠等原因,漢語的學(xué)習(xí)困難較大,學(xué)習(xí)效果不佳,他們對利用漢語知識和文化進(jìn)行交際的需求在不斷增強(qiáng),對對外漢語文化教學(xué)的要求亦在不斷提高。 教材是對外漢語教學(xué)的重要輔助文本,為促進(jìn)對外漢語文化教學(xué),教材編寫應(yīng)該改進(jìn)教材存在的問題、滿足漢語習(xí)得者對文化教學(xué)的需求。應(yīng)該充分考慮語言與文化的內(nèi)在關(guān)系,遵循可操作性、實(shí)用性原則,盡快制訂文化大綱；在教材編寫原則方面,堅(jiān)持貫徹“結(jié)構(gòu)-功能—文化”相結(jié)合原則；對文化內(nèi)容難易程度進(jìn)行定性分析,破除語言教材與文化教材的隔閡；關(guān)照文化差異,加強(qiáng)針對性；循序漸進(jìn),提高教材對不同課型、學(xué)習(xí)階段的匹配度；在文化項(xiàng)目選編方面,重視交際文化知識的編寫；在教師使用教材方面,教師必須明確教學(xué)目的,必須具備扎實(shí)的文化知識并根據(jù)具體情況教授文化內(nèi)容。我國對外漢語教材只有合理增進(jìn)文化教學(xué)因素,才能夠增強(qiáng)對外漢語當(dāng)代文化教學(xué)的效果,提高對外漢語文化教學(xué)的水平。
[Abstract]:This paper synthesizes the theoretical research achievements of linguistics, pedagogy, culture and intercultural communication, and summarizes the research status of Chinese teaching materials as a foreign language in China in the past decades. Two representative intermediate comprehensive textbooks for TCFL are selected as the analysis samples, and the contemporary cultural items involved in the two sets of textbooks are analyzed in detail. This paper summarizes the development of teaching materials for Chinese as a foreign language and the current situation of the research on the outline of cultural teaching and the study of teaching materials, and according to the self-made "questionnaire on Cultural needs" and "Cultural Test questions" data statistics, This paper analyzes the views and demands of Chinese learners on culture teaching. The main problems in the two sets of intermediate comprehensive textbooks are as follows: compared with the cultural items of knowledge, the proportion of cultural items in the category of communication rules is relatively small, and the introduction of traditional culture to Chinese history is the majority. The introduction of contemporary Chinese culture is on the low side; there are still deficiencies in the classification of cultural projects; compared with students' interest in learning and learning needs, cultural projects are not systematic, targeted, and textbooks do not take much care of cultural differences. It leads to the learners' learning difficulties, and the insufficient cooperation and cohesion of the teaching materials to the culture teaching, which seriously affects the learners' learning effect. The interest of Chinese learners in Chinese culture has increased, but due to the cultural differences in the process of learning Chinese as a foreign language, the compilation of cultural contents in textbooks is not reasonable, the cultural teaching level of teachers is not enough, and the learning difficulties of Chinese are greater. Their demand for using Chinese knowledge and culture for communication is increasing, and the requirement for teaching Chinese as a foreign language culture is also increasing. Teaching material is an important auxiliary text in teaching Chinese as a foreign language. In order to promote the teaching of culture as a foreign language, the compilation of teaching material should improve the problems existing in the teaching material to meet the needs of Chinese learners for cultural teaching. We should give full consideration to the internal relationship between language and culture, follow the principle of operability and practicability, and draw up the outline of culture as soon as possible, and adhere to the principle of combining structure, function and culture in the principle of compiling textbooks. Qualitative analysis of the degree of difficulty and ease of cultural content, breaking the gap between language teaching materials and cultural teaching materials, paying attention to cultural differences, strengthening pertinence, gradually improving the matching degree of teaching materials to different classes and learning stages; In the aspect of selecting and compiling cultural items, we should pay attention to the compilation of communicative cultural knowledge, and in the use of teaching materials, teachers must be clear about the purpose of teaching, have solid cultural knowledge and teach cultural contents according to specific conditions. Only by reasonably enhancing the factors of cultural teaching, can the teaching materials of Chinese as a foreign language enhance the effect of contemporary cultural teaching and improve the level of cultural teaching of Chinese as a foreign language.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.4

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本文編號：2046685