【摘要】： 文字是記錄語言的符號(hào)體系,漢字創(chuàng)造之初,是通過形體來記錄意義的,這決定了漢字的形與義之間的密切關(guān)系。但是,這種形義之間的關(guān)系并不是一成不變的,漢字本身的形體變化以及它所記錄語言的意義的變化都對(duì)漢字的形義產(chǎn)生了一定的影響,這就破壞了漢字創(chuàng)造之初的形義關(guān)系,使其變得復(fù)雜化了。 本文選取國(guó)家對(duì)外漢語教學(xué)領(lǐng)導(dǎo)小組辦公室于2002年編寫的《高等學(xué)校外國(guó)留學(xué)生漢語言專業(yè)教學(xué)大綱》中《漢字表》所收的2503個(gè)字作為研究對(duì)象,利用羅衛(wèi)東教授主持研制的“3500常用漢字形義源流數(shù)據(jù)庫(kù)”的成果,對(duì)2503字的古文字形體和意義的關(guān)系進(jìn)行了分析。 通過對(duì)2503個(gè)教學(xué)用字的形體和意義進(jìn)行分析,我們從歷時(shí)層面分析出了六種形義關(guān)系,它們分別是:(1)形義聯(lián)系始終存在;(2)形義聯(lián)系在某一歷史層面曾存在,現(xiàn)行漢字層面卻脫節(jié);(3)開始沒有形義聯(lián)系,現(xiàn)行漢字層面卻產(chǎn)生了形義聯(lián)系;(4)開始有形義聯(lián)系,現(xiàn)行漢字依然有形義聯(lián)系;(5)形義始終沒有聯(lián)系;(6)形義關(guān)系不明確。從現(xiàn)時(shí)層面分析出了三種形義關(guān)系,它們分別是:(1)根據(jù)形體可以分析出全部意義;(2)根據(jù)形體可以分析出部分意義;(3)根據(jù)形體分析不出意義。 以上述結(jié)論為依據(jù),本文還選取了四本有代表性的漢字教材,對(duì)教材中所收漢字的形義關(guān)系進(jìn)行了分析,進(jìn)一步證實(shí)了字理教學(xué)法的可行性,流俗文字學(xué)雖然對(duì)留學(xué)生記憶漢字的形體結(jié)構(gòu)有一定的幫助,但是由于它不具備科學(xué)性和系統(tǒng)性,所以從長(zhǎng)遠(yuǎn)的角度來看,“新說文解字”不利于學(xué)生的漢字學(xué)習(xí)。本文還通過調(diào)查問卷的形式,考察了北京語言大學(xué)漢語學(xué)院漢字課上的漢字形義關(guān)系的講解方法、存在的問題和留學(xué)生期望的教學(xué)方式。在文章的最后,本文針對(duì)現(xiàn)時(shí)層面的三種形義關(guān)系提出了相應(yīng)的教學(xué)對(duì)策。 文章的最后附有《高等學(xué)校外國(guó)留學(xué)生漢語言專業(yè)教學(xué)大綱》中的《漢字表》,北京語言大學(xué)漢語學(xué)院“漢字認(rèn)讀和書寫”實(shí)驗(yàn)課的教學(xué)內(nèi)容以及實(shí)驗(yàn)課結(jié)束后對(duì)學(xué)生進(jìn)行的調(diào)查問卷,以供讀者對(duì)本文的結(jié)論進(jìn)行檢驗(yàn),同時(shí)也可以為漢字教學(xué)的深入研究提供一定的參考。
[Abstract]:Character is the symbol system of recording language. At the beginning of Chinese character creation, meaning is recorded through form, which determines the close relationship between form and meaning of Chinese character. However, the relationship between form and meaning is not inflexible. The changes in the shape of the Chinese character itself and the meaning of the language it records have had a certain impact on the shape and meaning of the Chinese character, thus destroying the relationship between the form and the meaning at the beginning of the creation of the Chinese character. Complicate it. In this paper, 2503 characters in the Chinese language Teaching Program for Foreign students in Colleges and Universities, which were compiled by the Office of the National leading Group for Teaching Chinese as a Foreign language in 2002, are selected as the research objects. In this paper, the relationship between the ancient character form and meaning of 2503 characters is analyzed by using the results of "3500 Common Chinese characters' Origin and flow Database", which is developed by Professor Luo Weidong. Through the analysis of the form and meaning of 2503 teaching words, we analyze six kinds of relations from the diachronic level, which are: (1) the relation of form and meaning always exists; (2) the relation of form and meaning existed at a certain historical level. However, the current Chinese character level is disjointed; (3) there is no formal and semantic connection at the beginning, but the present Chinese character level produces the form and meaning connection; (4) the tangible meaning connection is started, the present Chinese character still has the tangible meaning connection; (5) the form meaning always has no connection; (6) the shape meaning relation is not clear. From the present level, there are three kinds of relations of form and meaning, which are: (1) the whole meaning can be analyzed according to the form; (2) the part of meaning can be analyzed according to the form; (3) the meaning can not be analyzed according to the form. On the basis of the above conclusions, this paper also selects four representative textbooks of Chinese characters, analyzes the relationship between the form and meaning of the Chinese characters received in the textbooks, and further proves the feasibility of the teaching method of Chinese characters. Although liu philology can help foreign students to memorize the shape and structure of Chinese characters, it is not scientific and systematic, so from a long-term point of view, it is not good for students to learn Chinese characters. The paper also investigates the methods of explaining the relationship between Chinese characters' form and meaning in the Chinese language class of Beijing language and Technology University, the problems existing and the teaching methods of the students' expectations through the form of questionnaire. At the end of the article, this paper puts forward the corresponding teaching countermeasures in view of the three kinds of relations of form and meaning in the present level. At the end of the article is attached the "Chinese character Table" in the syllabus of the Chinese language Specialty for Foreign students in Colleges and Universities, the teaching content of the "Chinese characters recognition and Writing" experiment course of the Chinese language College of Beijing language and language University and the experimental course after the completion of the experiment course. The questionnaire conducted by the students, For readers to test the conclusions of this paper, but also for the in-depth study of Chinese character teaching to provide a certain reference.
【學(xué)位授予單位】：北京語言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

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本文編號(hào)：2119778