韓國小學(xué)生漢語詞匯有效教學(xué)策略研究
發(fā)布時(shí)間：2019-05-12 02:00
【摘要】：詞匯是語言的建筑材料,沒有詞匯材料,語言就失去了意義。豐富的詞匯儲備是學(xué)好第二語言的關(guān)鍵,詞匯量能衡量一個(gè)學(xué)習(xí)者語言水平的高低。隨著我國經(jīng)濟(jì)實(shí)力的日益增強(qiáng),國際地位的日益提高,孔子學(xué)院、孔子課堂以及各國家和各地區(qū)開設(shè)漢語教學(xué)的學(xué)校對漢語教師的需求越來越大,同時(shí)對其要求也越來越高。如今學(xué)好漢語詞匯、提高漢語詞匯記憶效果、擴(kuò)大漢語詞匯儲備量不能單單地被認(rèn)為是學(xué)生自己的事情,教師有必要也有責(zé)任在教學(xué)過程中教授學(xué)生一些與記憶有關(guān)的方法,從而提高學(xué)生漢語詞匯記憶效果、擴(kuò)大學(xué)生漢語詞匯儲備量、增強(qiáng)學(xué)生學(xué)習(xí)漢語的興趣,進(jìn)而使?jié)h語在全球范圍內(nèi)自動(dòng)地真正“熱”起來。本文立足于韓國小學(xué)生漢語課堂上的詞匯教學(xué),基于理論和實(shí)踐基礎(chǔ),從詞匯的音、義、形等方面,論述如何運(yùn)用有效的教學(xué)策略提高學(xué)生的詞匯記憶效果,如何讓學(xué)生更多地把漢語詞匯的音、義、形由短時(shí)記憶轉(zhuǎn)存入長時(shí)記憶。本文共分為五個(gè)部分,第一部分是緒論,主要包括研究背景和意義、研究綜述、研究內(nèi)容和方法以及本文所研究的教學(xué)策略的實(shí)施前提。第二部分是從詞音方面提出的諧音教學(xué)策略,這章以記憶的識記方式和母語的正遷移為其心理學(xué)和語言學(xué)的理論基礎(chǔ),提出韓語諧音法、漢語諧音法、“漢語+韓語”等諧音方法。第三部分是從詞義角度出發(fā)的思維導(dǎo)圖教學(xué)策略,此章以記憶、神經(jīng)生理機(jī)制和認(rèn)知派學(xué)習(xí)理論為其心理學(xué)和教育心理學(xué)的理論基礎(chǔ),由語義場、義項(xiàng)和語素出發(fā)繪制思維導(dǎo)圖,從而得到在詞義上提高記憶效果的思維導(dǎo)圖法。第四部分是從詞形角度出發(fā)的圖像記憶教學(xué)策略,此章以左右半腦的分工、小學(xué)生的認(rèn)知發(fā)展為其心理學(xué)和教育學(xué)的理論基礎(chǔ),論述了如何對象形、指事、會(huì)意、形聲漢字進(jìn)行圖像化,如何運(yùn)用聯(lián)想和想象將一個(gè)個(gè)漢字轉(zhuǎn)變?yōu)橐粡垙埳鷦?dòng)形象的圖像進(jìn)行記憶。第五部分是從詞音、義、形角度出發(fā)對前文論述的三個(gè)教學(xué)策略的綜合,此章論述了三個(gè)教學(xué)策略在漢語詞匯教學(xué)中綜合運(yùn)用的原則、具體方法及需注意的問題。希望本文能讓韓國小學(xué)生在學(xué)習(xí)漢語詞匯時(shí)獲得一點(diǎn)幫助,也能給漢語國際教育的教師們一些啟發(fā),還能給漢語詞匯教學(xué)策略的教學(xué)研究提供些許參考。
[Abstract]:Vocabulary is the building material of language. Without lexical material, language loses its meaning. Rich vocabulary reserve is the key to learning a second language well, and vocabulary can measure a learner's language level. With the increasing economic strength and international status of our country, Confucius Institutes, Confucius classroom and schools offering Chinese teaching in various countries and regions have more and more demand for Chinese teachers, and at the same time, the requirements for Chinese teachers are getting higher and higher. Nowadays, learning Chinese vocabulary well, improving the effect of Chinese vocabulary memory and expanding the reserve of Chinese vocabulary can not only be regarded as students' own business, but also teachers have the responsibility to teach students some methods related to memory in the teaching process. In order to improve the effect of students' Chinese vocabulary memory, expand students' Chinese vocabulary reserve, enhance students' interest in learning Chinese, and then make Chinese automatically "hot" in the world. Based on the vocabulary teaching of Korean primary school students in Chinese classroom, based on the theoretical and practical basis, this paper discusses how to use effective teaching strategies to improve the effect of vocabulary memory from the aspects of vocabulary sound, meaning, shape and so on. How to make students transfer the sound, meaning and shape of Chinese vocabulary from short-term memory to long-term memory. This paper is divided into five parts. The first part is the introduction, which mainly includes the research background and significance, research summary, research contents and methods, as well as the implementation premise of the teaching strategy studied in this paper. The second part is the homophonic teaching strategy from the aspect of word pronunciation. This chapter puts forward the Korean homonym method and the Chinese homonym method based on the memorizing mode of memory and the positive transfer of mother tongue as the theoretical basis of psychology and linguistics. The homonym method of Chinese and Korean. The third part is the teaching strategy of thinking map from the point of view of word meaning. This chapter takes memory, neurophysiological mechanism and cognitive learning theory as the theoretical basis of its psychology and educational psychology, which is based on semantic field. The meaning item and morpheme are used to draw the mind map, and the thinking map method to improve the memory effect in the meaning of the word is obtained. The fourth part is the teaching strategy of image memory from the point of view of word form. This chapter takes the division of labor between the left and right brains and the cognitive development of primary school students as the theoretical basis of its psychology and pedagogy, and discusses how to object form, refer to things, know meaning. How to use association and imagination to transform one Chinese character into a vivid image for memory. The fifth part is the synthesis of the three teaching strategies discussed above from the point of view of pronunciation, meaning and form. This chapter discusses the principles, concrete methods and problems that should be paid attention to in the comprehensive application of the three teaching strategies in Chinese vocabulary teaching. It is hoped that this paper can make Korean primary school students get some help in learning Chinese vocabulary, enlighten the teachers of Chinese international education, and provide some reference for the teaching research of Chinese vocabulary teaching strategy.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2
本文編號：2475020
[Abstract]:Vocabulary is the building material of language. Without lexical material, language loses its meaning. Rich vocabulary reserve is the key to learning a second language well, and vocabulary can measure a learner's language level. With the increasing economic strength and international status of our country, Confucius Institutes, Confucius classroom and schools offering Chinese teaching in various countries and regions have more and more demand for Chinese teachers, and at the same time, the requirements for Chinese teachers are getting higher and higher. Nowadays, learning Chinese vocabulary well, improving the effect of Chinese vocabulary memory and expanding the reserve of Chinese vocabulary can not only be regarded as students' own business, but also teachers have the responsibility to teach students some methods related to memory in the teaching process. In order to improve the effect of students' Chinese vocabulary memory, expand students' Chinese vocabulary reserve, enhance students' interest in learning Chinese, and then make Chinese automatically "hot" in the world. Based on the vocabulary teaching of Korean primary school students in Chinese classroom, based on the theoretical and practical basis, this paper discusses how to use effective teaching strategies to improve the effect of vocabulary memory from the aspects of vocabulary sound, meaning, shape and so on. How to make students transfer the sound, meaning and shape of Chinese vocabulary from short-term memory to long-term memory. This paper is divided into five parts. The first part is the introduction, which mainly includes the research background and significance, research summary, research contents and methods, as well as the implementation premise of the teaching strategy studied in this paper. The second part is the homophonic teaching strategy from the aspect of word pronunciation. This chapter puts forward the Korean homonym method and the Chinese homonym method based on the memorizing mode of memory and the positive transfer of mother tongue as the theoretical basis of psychology and linguistics. The homonym method of Chinese and Korean. The third part is the teaching strategy of thinking map from the point of view of word meaning. This chapter takes memory, neurophysiological mechanism and cognitive learning theory as the theoretical basis of its psychology and educational psychology, which is based on semantic field. The meaning item and morpheme are used to draw the mind map, and the thinking map method to improve the memory effect in the meaning of the word is obtained. The fourth part is the teaching strategy of image memory from the point of view of word form. This chapter takes the division of labor between the left and right brains and the cognitive development of primary school students as the theoretical basis of its psychology and pedagogy, and discusses how to object form, refer to things, know meaning. How to use association and imagination to transform one Chinese character into a vivid image for memory. The fifth part is the synthesis of the three teaching strategies discussed above from the point of view of pronunciation, meaning and form. This chapter discusses the principles, concrete methods and problems that should be paid attention to in the comprehensive application of the three teaching strategies in Chinese vocabulary teaching. It is hoped that this paper can make Korean primary school students get some help in learning Chinese vocabulary, enlighten the teachers of Chinese international education, and provide some reference for the teaching research of Chinese vocabulary teaching strategy.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2
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