【摘要】： 詞匯教學在對外漢語教學中有著很重要的地位,本文就是站在前人詞匯教學研究成果的基礎上,結合泰國語言、社會和學生特點,來探索適合泰國漢語詞匯教學的策略。 本文主要采用問卷調查和實驗對比相結合的方法,同時也兼顧描寫與解釋相結合、定性與定量相結合的方法。在詞匯教學目標、重點和方法的研究上,根據(jù)泰國學生的實際,對詞匯的教學策略進行了實驗和論證。 本文第一章引言部分介紹了對外漢語教學界對詞匯教學研究現(xiàn)狀,以及本文研究的內容、方法、目標和相關概念的界定。 第二章根據(jù)泰國社會綜合狀況、泰語和漢語的相似之處以及學生認知方面的特點,來論證泰國漢語詞匯教學策略,這些策略包括明確詞匯教學目標、重點和方法,詞語教學的目標是服務于交際;詞匯教學重點是詞語選擇、詞語結構、漢語字詞關系;具體操作的方法是集中識字游戲法、回顧法、詞匯教學系聯(lián)法、誦讀法。 第三章主要通過實驗對比的方法來論證上述詞匯教學策略的可行性、有效性。 第四章是結語,對本文的主要內容進行總結,提出本文研究對面向泰國的漢語教材的編寫以及教材詞匯的選擇的選擇方面,具有借鑒意義,并對本文存在的不足做了說明。
[Abstract]:Vocabulary teaching plays an important role in the teaching of Chinese as a foreign language. Based on the previous achievements in vocabulary teaching, this paper aims to explore strategies suitable for the teaching of Chinese vocabulary in Thailand, in combination with the characteristics of Thai language, society and students. This paper mainly adopts the method of combining questionnaire survey and experimental contrast, combining description with explanation, and combining qualitative and quantitative methods at the same time. According to the actual situation of Thai students, the teaching strategies of vocabulary teaching are tested and demonstrated on the basis of the research on the aims, emphases and methods of vocabulary teaching. The first chapter introduces the present situation of vocabulary teaching in the field of teaching Chinese as a foreign language, and the content, methods, objectives and related concepts of this study. In the second chapter, according to the comprehensive situation of Thai society, the similarities between Thai and Chinese, and the cognitive characteristics of students, the strategies of vocabulary teaching in Thailand are demonstrated. These strategies include defining the objectives, emphases and methods of vocabulary teaching. The goal of word teaching is to serve communication; The emphasis of vocabulary teaching is the choice of words, the structure of words and the relationship between Chinese characters and words, and the specific methods of operation are the method of centralized literacy, the method of reviewing, the method of combining vocabulary teaching and the method of reciting. The third chapter demonstrates the feasibility and effectiveness of the above vocabulary teaching strategies by means of experimental comparison. The fourth chapter is the conclusion, which summarizes the main contents of this paper, and puts forward that this study has reference significance to the compilation of Chinese textbooks and the choice of teaching vocabulary, and explains the shortcomings of this paper.
【學位授予單位】：暨南大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195

【引證文獻】

相關碩士學位論文 前9條

1 林昀;影響泰國小學生學習興趣的教學因素研究[D];暨南大學;2011年

2 王美芳;泰國合艾地區(qū)漢語教學情況調查報告[D];云南大學;2011年

3 王紹斌;澳大利亞初級漢語詞匯教學現(xiàn)狀分析及策略研究[D];山東大學;2011年

4 和曉瑩;漢語詞匯教學不成功案例分析[D];云南大學;2012年

5 曹叢;“字本位”理念指導下的對泰漢語詞匯教學設計[D];山東大學;2012年

6 符鳳嬌;校內漢語教學與校外漢語補習班教學對比分析[D];廣西大學;2012年

7 達妮婭;符拉迪沃斯托克市不列顛卡（Britanika）私立語言學校俄羅斯學生漢語詞匯學習情況的調查與分析[D];東北師范大學;2012年

8 尚超;蒙古國學生習得能愿動詞的語法偏誤研究[D];吉林大學;2013年

9 劉超;緬甸3至6歲兒童漢語詞匯教學研究[D];河北大學;2013年

，

本文編號：2387639