【摘要】： 模因論是解釋文化進(jìn)化規(guī)律的新理論,它的基礎(chǔ)是達(dá)爾文生物進(jìn)化理論。模因論的核心術(shù)語是模因(meme),這一命名來自于《自私的基因》(The Selfish Gene)一書中,它是由新達(dá)爾文主義(Neo-Darwinism)倡導(dǎo)者Richard Dawkins提出的,后經(jīng)Susan Blackmore進(jìn)一步發(fā)展與深入,模因是在基因(gene)的基礎(chǔ)上仿造而來的,意思是“被模仿的東西”。在我國這還是一個(gè)新興的理論。本論文在介紹模因論及語言模因論的基礎(chǔ)上,將模因論與第二語言習(xí)得理論結(jié)合起來,并試圖通過具體調(diào)查研究將該理論應(yīng)用到對(duì)外漢語教學(xué)課堂中來,從而提高對(duì)外漢語課堂教學(xué)效率。 本文分三個(gè)部分: 第一部分是介紹模因論這一理論的主要定義及構(gòu)成要素,包括第一章至第三章的內(nèi)容。 第一章是引言,主要闡明了本文的寫作背景、意義、研究方法等。第二章主要介紹前人在心理學(xué)、文化學(xué)、語言學(xué)、對(duì)外漢語教學(xué)等領(lǐng)域內(nèi)的研究狀況,并對(duì)前人的研究略加評(píng)論。第三章主要介紹模因論的定義及其理論框架體系,并引出了對(duì)語言模因的概念及其性質(zhì)的探討。 第二部分包括第四章至第六章的內(nèi)容。第四章是將模因論與第二語言習(xí)得理論進(jìn)行結(jié)合,找到相同的對(duì)應(yīng)變體,并為下一章節(jié)的內(nèi)容做好鋪墊和過渡。第五章探討模因論在對(duì)外漢語教學(xué)中的應(yīng)用,本章是通過具體的實(shí)踐調(diào)查,以對(duì)外漢語口語課堂教學(xué)為例,對(duì)調(diào)查結(jié)果做分析與應(yīng)用。第六章是總結(jié)模因論的學(xué)科意義,并指出模因論對(duì)對(duì)外漢語教學(xué)的現(xiàn)實(shí)指導(dǎo)意義。 第三部分是結(jié)語部分,總結(jié)全文,進(jìn)一步闡明觀點(diǎn)并提出問題,引起思考。
[Abstract]:Memetics is a new theory to explain the law of cultural evolution, which is based on Darwinian biological evolution theory. The core term of memetics is that meme (meme), a name derived from (The Selfish Gene), was proposed by Richard Dawkins, an advocate of New Darwinism, and further developed and deepened by Susan Blackmore. Memes are imitated on the basis of genetic (gene), meaning "imitated things." This is a new theory in our country. Based on the introduction of memetics and language memetics, this thesis combines memetics with the theory of second language acquisition, and attempts to apply the theory to the teaching of Chinese as a foreign language through specific investigation. So as to improve the efficiency of teaching Chinese as a foreign language. This paper is divided into three parts: the first part is to introduce the main definition and elements of memetics, including the contents of chapters 1 to 3. The first chapter is the introduction, mainly expounds the writing background, significance, research methods and so on. The second chapter mainly introduces the previous researches in psychology, culture, linguistics and teaching Chinese as a foreign language, and comments on the previous studies. The third chapter mainly introduces the definition of memetics and its theoretical framework system, and leads to the discussion of the concept and properties of language memes. The second part includes the content of chapter four to chapter six. The fourth chapter combines memetics with the theory of second language acquisition, finds the same corresponding variants, and lays the groundwork and transition for the content of the next chapter. The fifth chapter discusses the application of memetics in teaching Chinese as a foreign language. Chapter six summarizes the disciplinary significance of memetics and points out the practical significance of memetics in teaching Chinese as a foreign language. The third part is the conclusion part, summarizes the full text, further clarifies the viewpoint and raises the question, causes the ponder.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 姜雨青;模因理論視角下的漢語網(wǎng)絡(luò)流行語研究[D];曲阜師范大學(xué);2012年

2 鄭紅;模因論視角下的對(duì)外漢語句式教學(xué)研究[D];上海外國語大學(xué);2012年

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本文編號(hào)：2142401