本文選題：對外漢字教學(xué) + 含記號字�。� 參考：《安徽大學(xué)》2012年碩士論文

【摘要】：作為記錄現(xiàn)代漢語的文字符號體系,現(xiàn)代漢字從古代漢字發(fā)展演變而來。在幾千年的發(fā)展演變過程中,漢字系統(tǒng)在形音義三個方面都發(fā)生了巨大的變化,形成了“與漢語語音、詞匯、語法之間錯綜復(fù)雜的關(guān)系”,①這是漢字在讀、認(rèn)、寫等方面特殊性的由來之一。本文試從教學(xué)實際出發(fā),以《(漢語水平)漢字等級大綱》為考察對象,探討現(xiàn)代漢字的一個重要類型——含記號字的基本屬性和特征,并就如何改進教學(xué)方法提出一些具體建議。希望通過這些有益的嘗試,為對外漢字教學(xué)的研究和發(fā)展起到一定的推動作用。 本文共分五個部分,分別論述面向?qū)ν鉂h語教學(xué)含記號字研究的若干理論與實踐問題： 第一部分介紹研究緣起、研究現(xiàn)狀、研究范圍和方法。通過對含記號字及其教學(xué)法研究現(xiàn)狀的分析,總結(jié)了當(dāng)前研究中所存在的一些不足之處,闡述了本文的研究方向。 第二部分重點討論含記號字的判定依據(jù)和原則,并據(jù)此對《(漢語水平)漢字等級大綱》2905個字進行了分類描寫,分別得到四種字符,以及由此四種字符結(jié)構(gòu)形成的七種類型字。其中含記號字約占大綱總字?jǐn)?shù)的17.28%。本文還從數(shù)量分布、理據(jù)度、構(gòu)字能力、筆畫數(shù)、位置、來源等角度考察了記號的特點,最后篩選出39個常用記號。 第三部分從漢字教學(xué)整體出發(fā),討論含記號字教學(xué)的教學(xué)對象、教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)原則和一些具體的教學(xué)安排,并根據(jù)三種不同類型的含記號字的特點分別討論了教學(xué)方法問題。 第四部分在前三章的理論探討的基礎(chǔ)上,進行一個具體的教學(xué)案例設(shè)計,并分步展示如何運用相關(guān)理論。 第五部分為結(jié)語,對全文的主要觀點和結(jié)論進行概括總結(jié),并對本文研究的不足做出幾點說明,對今后的相關(guān)研究工作提出幾點建議。
[Abstract]:As a symbol system to record modern Chinese, modern Chinese characters evolved from ancient Chinese characters. In the course of thousands of years of development and evolution, the Chinese character system has undergone tremendous changes in the three aspects of form, phonology and meaning, forming a "complicated relationship with Chinese pronunciation, vocabulary and grammar". Writing and other aspects of the particularity of one of the origins. Based on the teaching practice and taking the outline of Chinese character level as the object of investigation, this paper probes into the basic attributes and characteristics of marked characters, an important type of modern Chinese characters. Some concrete suggestions on how to improve teaching methods are put forward. Through these beneficial attempts, I hope to promote the research and development of foreign Chinese character teaching. This paper is divided into five parts, respectively, to discuss some theoretical and practical problems in the study of marked characters in teaching Chinese as a foreign language. The first part introduces the origin, current situation, scope and methods of the research. Based on the analysis of the present situation of the research on the marked word and its teaching method, this paper summarizes some shortcomings of the current research, and expounds the research direction of this paper. The second part mainly discusses the judgment basis and principle of marked characters, and then classifies 2905 characters of < (Chinese level) Chinese character grade outline, and obtains four characters, and seven types of characters formed by the four character structures. The marked words account for about 17.28 of the total number of words in the outline. This paper also investigates the characteristics of the mark from the aspects of quantity distribution, motivation, construction ability, stroke number, position, source and so on. Finally, 39 commonly used marks are screened out. The third part discusses the teaching objects, teaching objectives, teaching contents, teaching principles and some specific teaching arrangements for the teaching of Chinese characters as a whole. The teaching methods are discussed according to the characteristics of three different types of marked words. In the fourth part, on the basis of the theoretical discussion in the first three chapters, a specific teaching case design is carried out, and how to use the relevant theories is shown step by step. The fifth part is the conclusion, summarizes the main points and conclusions of the full text, and makes some explanations to the deficiency of this study, and puts forward some suggestions for the related research work in the future.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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