【摘要】：在語言教學中加入文化教學,語言教學要兼顧文化教學,已經成為了對外漢語教學界的共識。而自以張占一為代表的一批學者將漢語教學中的文化分為“知識文化”和“交際文化”以來,關于“交際文化”的各種定性、定量研究就從來沒有間斷過。至今,“交際文化”的分類研究、教學方法研究等都已經取得了較為豐碩的成果,研究觸角開始延伸至教材中的交際文化編寫領域。正是在這一大背景下,筆者結合親身教學經歷,對泰國清邁皇家大學漢語系目前使用的主干課程教材——《新標準漢語》中的交際文化因素的編寫情況和學生學習效果情況進行考察,具有一定的實踐意義。 本文第一章為緒論,介紹了論文的選題緣由、意義及研究對象和方法,并就相關領域的理論研究成果及概念進行了闡述。 第二章對《新標準漢語》教材中的交際文化因素進行了分類和統(tǒng)計,并從系統(tǒng)性、代表性、階段性和共時性四個維度對交際文化因素設置情況進行了考察,借此評估教材中交際文化因素的編寫情況。 第三章對泰國清邁皇家大學漢語系大三學生在使用《新標準漢語》教材過程中接受交際文化因素學習效果進行了考察,并將學習效果與教材數據統(tǒng)計情況結合起來進行綜合交叉研究,分析導致學習效果出現差異的具體原因。 第四章中,筆者基于《新標準漢語》教材中交際文化因素的設置情況和學生的實際學習效果,對今后的對外漢語教材中交際文化因素的編寫工作提出了一些改進建議,以期對交際文化因素編寫工作提供有益的幫助和參考。
[Abstract]:It has become a consensus in the field of teaching Chinese as a foreign language that culture should be taken into account in language teaching. Since a group of scholars represented by Zhang Zhanyi divided the culture of Chinese teaching into "knowledge culture" and "communication culture", the qualitative and quantitative research on "communication culture" has never stopped. So far, the research on the classification of communicative culture and the study of teaching methods have achieved fruitful results, and the research tentacles have begun to extend to the field of communicative culture compilation in textbooks. It is against this background that the author combines her own teaching experience, It is of certain practical significance to investigate the compiling of communicative cultural factors and the learning effect of students in the main curriculum textbook "New Standard Chinese", which is currently used in the Chinese Department of Chiang Mai Royal University in Thailand. The first chapter is the introduction, which introduces the reason, significance, research object and method of the thesis, and expounds the theoretical research results and concepts in related fields. The second chapter classifies and counts the communicative cultural factors in the New Standard Chinese textbook, and investigates the setting of communicative cultural factors from the four dimensions of systematization, representativeness, stage and synchronic. In order to evaluate the compilation of communicative cultural factors in the textbook. The third chapter investigates the learning effect of the communicative cultural factors in the process of using the New Standard Chinese textbook for the junior Chinese students of Chiang Mai Royal University in Thailand. Combining the learning effect with the statistics of the teaching materials, the author makes a comprehensive cross-study to analyze the specific reasons that lead to the difference of the learning effect. In the fourth chapter, based on the setting of communicative cultural factors in the New Standard Chinese textbook and the actual learning effect of students, the author puts forward some suggestions for improving the compilation of communicative cultural factors in TCSL textbooks in the future. In order to provide useful help and reference to the compilation of communicative cultural factors.
【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

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