英國(guó)中學(xué)國(guó)別化漢語(yǔ)教材編寫研究
發(fā)布時(shí)間：2019-06-30 21:58
【摘要】： 隨著漢語(yǔ)國(guó)際推廣和對(duì)外漢語(yǔ)教學(xué)的迅速發(fā)展,漢語(yǔ)作為第二語(yǔ)言教學(xué)事業(yè)進(jìn)入了一個(gè)新的歷史時(shí)期。面向海外的對(duì)漢語(yǔ)教學(xué)不斷發(fā)展壯大,漢語(yǔ)教學(xué)的格局已經(jīng)從以對(duì)來(lái)華留學(xué)生的教學(xué)為主轉(zhuǎn)變?yōu)橐栽诤Ｍ膺M(jìn)行的教學(xué)為主�！皣�(guó)別化”的提出適應(yīng)了漢語(yǔ)教學(xué)走出去的步伐�！皣�(guó)別化漢語(yǔ)教學(xué)”是基于不同國(guó)家的不同情況而進(jìn)行的漢語(yǔ)教學(xué);相應(yīng)的,國(guó)別化漢語(yǔ)教材就是針對(duì)海外不同國(guó)家的不同教學(xué)環(huán)境而編寫的教材,它應(yīng)該貼近當(dāng)?shù)貪h語(yǔ)學(xué)習(xí)者的思維、貼近他們的生活、貼近他們的習(xí)慣。 現(xiàn)今,教材是制約海外漢語(yǔ)教學(xué)發(fā)展的瓶頸之一,國(guó)別化漢語(yǔ)教材應(yīng)承擔(dān)起解決漢語(yǔ)教材在海外教學(xué)環(huán)境中的適應(yīng)性問(wèn)題,同時(shí)它也擔(dān)負(fù)著在海外指導(dǎo)課程建設(shè)、指導(dǎo)課堂教學(xué)和教師培訓(xùn)等任務(wù)。 進(jìn)入二十一世紀(jì)以來(lái),隨著經(jīng)濟(jì)全球化和跨文化交際的與日俱增,外語(yǔ)教學(xué)在英國(guó)受到了前所未有的重視;中國(guó)的國(guó)際地位日益提高以及英中在貿(mào)易往來(lái)和文化交流上的加強(qiáng),使得漢語(yǔ)教學(xué)在英國(guó)的經(jīng)濟(jì)領(lǐng)域和教育領(lǐng)域中突顯出了它的重要性。從“社區(qū)語(yǔ)言”到作為“現(xiàn)代外語(yǔ)”之一進(jìn)入英國(guó)中學(xué)的外語(yǔ)課程,漢語(yǔ)最終確立了在英國(guó)外語(yǔ)教育中的地位。漢語(yǔ)教學(xué)在英國(guó)的成長(zhǎng)壯大,對(duì)漢語(yǔ)教材在數(shù)量和質(zhì)量上都提出了更高的要求,然而,目前英國(guó)漢語(yǔ)教學(xué)中存在的關(guān)鍵問(wèn)題之一就是缺乏適應(yīng)英國(guó)教學(xué)環(huán)境的漢語(yǔ)教材。 因此,本文把英國(guó)中學(xué)漢語(yǔ)教材的編寫作為研究對(duì)象,從國(guó)別化的角度對(duì)解決漢語(yǔ)教材在環(huán)境適應(yīng)性上的問(wèn)題作出了探討:首先,從英國(guó)的教學(xué)環(huán)境——包括相關(guān)的社會(huì)環(huán)境、教育環(huán)境和課堂環(huán)境出發(fā),分別描述和分析了這三大環(huán)境對(duì)漢語(yǔ)教材編寫的影響;然后選取了三套英國(guó)境內(nèi)的優(yōu)秀語(yǔ)言教材進(jìn)行了比較和分析,歸納了它們?cè)谶m應(yīng)英國(guó)社會(huì)環(huán)境、教育環(huán)境和課堂環(huán)境方面體現(xiàn)的特點(diǎn);最后,總結(jié)出在英國(guó)社會(huì)、教育、課堂三大環(huán)境因素影響下的漢語(yǔ)教材編寫的具體原則,為針對(duì)英國(guó)的漢語(yǔ)教學(xué)和教材編寫提供參考,也為針對(duì)其他國(guó)家的國(guó)別漢語(yǔ)教材編寫提供有益借鑒。 本論文對(duì)英國(guó)的外語(yǔ)教育政策、國(guó)家課程標(biāo)準(zhǔn)、外語(yǔ)教育目標(biāo)和理念、語(yǔ)言教學(xué)法和課堂教學(xué)模式等都做出了一定的分析,并與國(guó)內(nèi)的對(duì)外漢語(yǔ)教學(xué)進(jìn)行了一定程度上的比較,希望能為我國(guó)的對(duì)外漢語(yǔ)教學(xué)開拓思路、提供啟發(fā);對(duì)英國(guó)幾套語(yǔ)言教材的比較分析,得出的結(jié)果也希望能為國(guó)內(nèi)漢語(yǔ)教材的編寫提供參考和借鑒。
[Abstract]:With the international promotion of Chinese and the rapid development of teaching Chinese as a foreign language, Chinese as a second language teaching has entered a new historical period. The overseas teaching of Chinese has been developing and growing, and the pattern of Chinese teaching has changed from the teaching of foreign students to the teaching of overseas students. The proposal of "nationalization" adapts to the pace of Chinese teaching going out. "nationalized Chinese teaching" is a Chinese teaching based on different situations in different countries. Accordingly, nationalized Chinese teaching materials are textbooks compiled according to different teaching environments in different overseas countries, which should be close to the thinking of local Chinese learners, close to their lives and close to their habits. Nowadays, the teaching material is one of the bottlenecks restricting the development of overseas Chinese teaching. The national Chinese teaching material should undertake to solve the adaptability problem of the Chinese teaching material in the overseas teaching environment. At the same time, it also undertakes the task of guiding the curriculum construction, guiding the classroom teaching and teacher training and so on. Since the beginning of the 21 century, with the increasing economic globalization and cross-cultural communication, foreign language teaching has received unprecedented attention in the United Kingdom. The increasing international status of China and the strengthening of trade and cultural exchanges between Britain and China make Chinese teaching highlight its importance in the economic and educational fields of the United Kingdom. From "Community language" to the Foreign language Curriculum of British Middle School as one of the "Modern Foreign languages", Chinese has finally established its position in British foreign language education. The growth of Chinese teaching in Britain has put forward higher requirements for the quantity and quality of Chinese teaching materials. However, one of the key problems in British Chinese teaching is the lack of Chinese teaching materials to adapt to the British teaching environment. Therefore, this paper takes the compilation of Chinese textbooks in British middle schools as the research object, and probes into how to solve the problems of environmental adaptability of Chinese textbooks from the point of view of nationalization: first of all, starting from the teaching environment in Britain, including the relevant social environment, educational environment and classroom environment, this paper describes and analyzes the influence of these three environments on the compilation of Chinese teaching materials; Then three sets of excellent language textbooks in England are selected for comparison and analysis, and their characteristics in adapting to the British social environment, educational environment and classroom environment are summarized. Finally, this paper summarizes the specific principles of Chinese textbook compilation under the influence of three environmental factors: British society, education and classroom, which provides a reference for Chinese teaching and textbook compilation for the United Kingdom, and also provides a useful reference for the compilation of national Chinese teaching materials for other countries. This paper makes a certain analysis of the British foreign language education policy, national curriculum standards, foreign language education objectives and ideas, language teaching methods and classroom teaching models, and compares them with the domestic teaching of Chinese as a foreign language to a certain extent, hoping to open up ideas and provide inspiration for the teaching of Chinese as a foreign language in China. The comparative analysis of several sets of language textbooks in Britain also hopes to provide reference and reference for the compilation of Chinese textbooks in China.
【學(xué)位授予單位】：北京語(yǔ)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
本文編號(hào)：2508291
[Abstract]:With the international promotion of Chinese and the rapid development of teaching Chinese as a foreign language, Chinese as a second language teaching has entered a new historical period. The overseas teaching of Chinese has been developing and growing, and the pattern of Chinese teaching has changed from the teaching of foreign students to the teaching of overseas students. The proposal of "nationalization" adapts to the pace of Chinese teaching going out. "nationalized Chinese teaching" is a Chinese teaching based on different situations in different countries. Accordingly, nationalized Chinese teaching materials are textbooks compiled according to different teaching environments in different overseas countries, which should be close to the thinking of local Chinese learners, close to their lives and close to their habits. Nowadays, the teaching material is one of the bottlenecks restricting the development of overseas Chinese teaching. The national Chinese teaching material should undertake to solve the adaptability problem of the Chinese teaching material in the overseas teaching environment. At the same time, it also undertakes the task of guiding the curriculum construction, guiding the classroom teaching and teacher training and so on. Since the beginning of the 21 century, with the increasing economic globalization and cross-cultural communication, foreign language teaching has received unprecedented attention in the United Kingdom. The increasing international status of China and the strengthening of trade and cultural exchanges between Britain and China make Chinese teaching highlight its importance in the economic and educational fields of the United Kingdom. From "Community language" to the Foreign language Curriculum of British Middle School as one of the "Modern Foreign languages", Chinese has finally established its position in British foreign language education. The growth of Chinese teaching in Britain has put forward higher requirements for the quantity and quality of Chinese teaching materials. However, one of the key problems in British Chinese teaching is the lack of Chinese teaching materials to adapt to the British teaching environment. Therefore, this paper takes the compilation of Chinese textbooks in British middle schools as the research object, and probes into how to solve the problems of environmental adaptability of Chinese textbooks from the point of view of nationalization: first of all, starting from the teaching environment in Britain, including the relevant social environment, educational environment and classroom environment, this paper describes and analyzes the influence of these three environments on the compilation of Chinese teaching materials; Then three sets of excellent language textbooks in England are selected for comparison and analysis, and their characteristics in adapting to the British social environment, educational environment and classroom environment are summarized. Finally, this paper summarizes the specific principles of Chinese textbook compilation under the influence of three environmental factors: British society, education and classroom, which provides a reference for Chinese teaching and textbook compilation for the United Kingdom, and also provides a useful reference for the compilation of national Chinese teaching materials for other countries. This paper makes a certain analysis of the British foreign language education policy, national curriculum standards, foreign language education objectives and ideas, language teaching methods and classroom teaching models, and compares them with the domestic teaching of Chinese as a foreign language to a certain extent, hoping to open up ideas and provide inspiration for the teaching of Chinese as a foreign language in China. The comparative analysis of several sets of language textbooks in Britain also hopes to provide reference and reference for the compilation of Chinese textbooks in China.
【學(xué)位授予單位】：北京語(yǔ)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
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前2條
1 梁玉玲;美國(guó)中文教材《中文天地》（初級(jí)）特點(diǎn)研究[D];暨南大學(xué);2010年
2 王莉;意大利學(xué)生漢語(yǔ)習(xí)得文化障礙分析及對(duì)策[D];遼寧師范大學(xué);2011年
，本文編號(hào)：2508291
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