本文關(guān)鍵詞：對(duì)外漢語(yǔ)教材中的成語(yǔ)研究，由筆耕文化傳播整理發(fā)布。

        隨著中國(guó)國(guó)際地位的不斷提高,全球掀起的“漢語(yǔ)熱”也持續(xù)升溫。特別是近年來(lái),留學(xué)生學(xué)習(xí)漢語(yǔ)的熱情日益高漲,學(xué)習(xí)漢語(yǔ)已成為國(guó)際上不可阻擋的潮流和趨勢(shì)。在浩如煙海的漢語(yǔ)詞語(yǔ)中,有大量成語(yǔ)。成語(yǔ)內(nèi)涵豐富、形式多樣,是人們?cè)陂L(zhǎng)期的社會(huì)交際中廣泛沿習(xí)的固定詞組,它蘊(yùn)含著深厚的文化底蘊(yùn)與歷史典故,是漢語(yǔ)語(yǔ)言中綺麗的瑰寶。在對(duì)外漢語(yǔ)教材中,成語(yǔ)起到了舉足輕重、畫(huà)龍點(diǎn)睛的作用。成語(yǔ)故事不僅是中國(guó)歷史文化的凝聚,而且也是漢民族智慧的結(jié)晶。它滲透著我們的心理習(xí)慣、思想觀念和價(jià)值取向,傳承著我們的民族傳統(tǒng)和民俗風(fēng)情。近年來(lái),不少外國(guó)人迫切希望了解中國(guó)的歷史文化以及語(yǔ)言文字,而成語(yǔ)故事就向他們展示了中國(guó)悠久的歷史和燦爛的文化,令他們?cè)谳p松的欣賞之余,領(lǐng)略中國(guó)文化的魅力。而進(jìn)入中高級(jí)階段后接觸、學(xué)習(xí)甚至研究成語(yǔ)既是提高留學(xué)生漢語(yǔ)水平的前提條件,也是學(xué)懂漢語(yǔ)、進(jìn)一步了解中國(guó)歷史、文化的必然要求。只有在民族精神的鼓舞下,在民間文化的熏陶中,留學(xué)生才能真正學(xué)好漢語(yǔ),了解中國(guó)文化。本文查閱了近30本目前流行的對(duì)外漢語(yǔ)教材,擬將以該30本對(duì)外漢語(yǔ)教材中收錄的成語(yǔ)作為研究對(duì)象,對(duì)其分布狀況、頻率分布、篇目分布進(jìn)行了調(diào)查,對(duì)某些英文注釋與漢語(yǔ)本體的差別進(jìn)行對(duì)比研究；并將對(duì)留學(xué)生做問(wèn)卷調(diào)查,分析他們使用熟語(yǔ)的偏誤。此外,本文擬將對(duì)《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中要求留學(xué)生掌握的116條成語(yǔ)和人教版中小學(xué)語(yǔ)文教材中的常用成語(yǔ)進(jìn)行比較分析,以考察中國(guó)學(xué)生與留學(xué)生在成語(yǔ)學(xué)習(xí)方面的異同。本文旨在探究現(xiàn)有對(duì)外漢語(yǔ)教材中的成語(yǔ),客觀呈現(xiàn)對(duì)外漢語(yǔ)教材中成語(yǔ)存在的狀態(tài),考察對(duì)外漢語(yǔ)教材在對(duì)成語(yǔ)安排中出現(xiàn)的問(wèn)題并提出合理的編纂形式。探索適合留學(xué)生成語(yǔ)學(xué)習(xí)的方法,提出相應(yīng)的教學(xué)建議,使成語(yǔ)在對(duì)外漢語(yǔ)教材以及教學(xué)中的地位得到提高。本論文由7章組成。第1章是緒論,介紹了本文的研究背景、選題意義和研究方法,歸納了國(guó)內(nèi)外研究現(xiàn)狀。同時(shí)對(duì)本文的研究對(duì)象進(jìn)行了界定,對(duì)成語(yǔ)的研究現(xiàn)狀進(jìn)行了分析,最后進(jìn)行論文綜述。第2章對(duì)外漢語(yǔ)成語(yǔ)教學(xué)的意義。簡(jiǎn)要闡述了成語(yǔ)的特征,分析了對(duì)外漢語(yǔ)成語(yǔ)教學(xué)的意義。第3章成語(yǔ)在對(duì)外漢語(yǔ)教材中的分布。用大量的客觀數(shù)據(jù)呈現(xiàn)近三十本對(duì)外漢語(yǔ)教材的調(diào)查結(jié)果。經(jīng)過(guò)細(xì)致謹(jǐn)慎的調(diào)研和統(tǒng)計(jì),提供了在現(xiàn)行對(duì)外漢語(yǔ)教材中成語(yǔ)在綜合課、閱讀課、口語(yǔ)課程中的選用情況,呈現(xiàn)了對(duì)外漢語(yǔ)教材中成語(yǔ)出現(xiàn)的數(shù)量、級(jí)別中的分布、出現(xiàn)的頻率以及篇目,分析對(duì)外漢語(yǔ)教材對(duì)成語(yǔ)的安排。同時(shí)將對(duì)外漢語(yǔ)教材中選用的成語(yǔ)與《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》對(duì)比,探究前者收錄的成語(yǔ)是否符合大綱要求�？疾熘袊�(guó)主流報(bào)紙動(dòng)態(tài)語(yǔ)料庫(kù)(DDC)中所收入的前300條高頻成語(yǔ),并與《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中要求留學(xué)生掌握的116條成語(yǔ)進(jìn)行比較。同時(shí)考察《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中要求留學(xué)生掌握的116條成語(yǔ)在我國(guó)人教版對(duì)外漢語(yǔ)教材中的分布情況。探討教材中成語(yǔ)編排的優(yōu)缺點(diǎn),進(jìn)行歸類分析,旨在呈現(xiàn)影響成語(yǔ)編排的因素。第4章留學(xué)生掌握成語(yǔ)的情況分析。通過(guò)問(wèn)卷調(diào)查,了解留學(xué)生對(duì)上述研究的成語(yǔ)掌握情況,并進(jìn)行偏誤分析。第5章綜合建議。針對(duì)對(duì)外漢語(yǔ)教材對(duì)成語(yǔ)的安排、《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》提供了具體的建議。結(jié)語(yǔ)部分對(duì)論文的內(nèi)容做出總結(jié)。重申了本論文的創(chuàng)作目的和意義,客觀地說(shuō)明了本文研究可能導(dǎo)致的局限性以及研究期望達(dá)到的目的。

    With the continuous improvement of China’s international status, the world of the "Chinese hot" also continues to heat up. Especially in recent years, the enthusiasm of students learning Chinese has been growing, learning Chinese has become an unstoppable tide and trend in the world. In the vast Chinese words, there are a large number of idioms. Idioms connotation is rich and various, it is a kind of fixed phrases that people continued to use widely along the acquisition in long-term social communication, it contains a profound cultural background and historical allusions, and it is the treasure of Chinese language. In teaching Chinese, idioms play an important role. The idiom story is not only the cohesion of Chinese history and culture, but it is also the crystallization of the wisdom of Chinese Han nationality. It permeates our mental habits, ideology and value orientation, inheriting our traditional and folk customs. In recent years, a lot of foreigners are eager to know the history of Chinese culture and language, and to show them the idiom story is China’s long history and splendid culture, put them at a relaxed appreciation, appreciate the charm of Chinese culture. Into the senior stage after contact, study and research idiom is not only the prerequisite to improve the level of Chinese students, and to learn mandarin, learn more about Chinese history and culture. Only in light of the national spirit, in the folk culture, students can really learn Chinese, understand Chinese culture.This thesis consists of seven chapters. Chapter1is the introduction, it introduces the research background, the selected topic significance and research method of this article, summarizes the research status at home and abroad. For the research object of this paper is defined at the same time, analyzes the research status of idioms, the thesis reviews.Chapter2is the meaning of the idiom teaching Chinese as a foreign language. It briefly expounds the characteristics of idioms; Several mean of idiom teaching Chinese as a foreign language are analyzed.Chapter3is the distribution of idioms in Chinese as a foreign language teaching. With a lot of objective data in nearly30of the Chinese as a foreign language textbooks survey results. Through meticulous and careful investigation and statistics, provides in the current teaching Chinese idioms in Comprehensive course, reading class, the selection of oral English classes, shows the number of idioms in Chinese as a foreign language teaching materials, the level of distribution, frequency and contents. Analyze Chinese as a foreign language teaching materials on the arrangement of the idioms annotation. At the same time, will be selected for use in teaching Chinese idioms and Chinese proficiency vocabulary and grade outline Chinese characters, to explore the idiom of the former included whether to conform to the requirements of the syllabus. Study Chinese mainstream newspaper dynamic corpus (DDC) income in the first300high-frequency idioms, and the Chinese proficiency vocabulary and grade outline Chinese characters, they asked the students to master the116idioms are compared. While studying the Chinese proficiency vocabulary and grade outline Chinese characters, they asked the students to grasp the article116of the idiom in the distribution of Chinese as a foreign language schools are teaching materials in our country.Discuss ed the advantages and disadvantages of idioms choreography in the textbooks, classified analysis, aimed at present factors that affect idiom choreography.Chapter4:Students grasp the situation analysis of idioms. Through the questionnaire survey, understand the foreign students to the study of idioms to master a baseline, and analysis of errors.Chapter5:Comprehensive advice. In view of Chinese as a foreign language teaching material for the arrangement of the idiom, Chinese proficiency vocabulary and grade outline Chinese characters.Epilogue part gives a summary to the content of the paper. Reiterated the writing purpose and significance of this paper objectively illustrates this article research may lead to the research limitations and expects to achieve.

對(duì)外漢語(yǔ)教材中的成語(yǔ)研究

摘要3-6ABSTRACT6-81. 緒論11-16    1.1 選題目的11    1.2 研究現(xiàn)狀11-13    1.3 研究對(duì)象13-14    1.4 研究方法14    1.5 創(chuàng)新之處14-162. 對(duì)外漢語(yǔ)成語(yǔ)教學(xué)的意義16-19    2.1 成語(yǔ)的特點(diǎn)16-17    2.2 對(duì)外漢語(yǔ)成語(yǔ)教學(xué)的意義17-193. 對(duì)外漢語(yǔ)教材中的成語(yǔ)19-32    3.1 對(duì)外漢語(yǔ)教材中成語(yǔ)的選用情況19-22        3.1.1 對(duì)外漢語(yǔ)教材中成語(yǔ)的分布19-21        3.1.2 對(duì)外漢語(yǔ)教材中成語(yǔ)頻率的分布21        3.1.3 對(duì)外漢語(yǔ)教材中成語(yǔ)篇目的分布21-22    3.2 《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》對(duì)成語(yǔ)教學(xué)的要求22-24    3.3 對(duì)外漢語(yǔ)教材中的成語(yǔ)在語(yǔ)料庫(kù)中的分布24-26    3.4 對(duì)外漢語(yǔ)教材中的成語(yǔ)在人教版中小學(xué)語(yǔ)文教材中的分布26-28    3.5 對(duì)外漢語(yǔ)教材中成語(yǔ)編排的優(yōu)缺點(diǎn)28-32        3.5.1 對(duì)外漢語(yǔ)教材中成語(yǔ)編排的優(yōu)點(diǎn)28-30        3.5.2 對(duì)外漢語(yǔ)教材中成語(yǔ)編排的缺點(diǎn)30-324. 對(duì)留學(xué)生掌握漢語(yǔ)成語(yǔ)情況的考察及偏誤分析32-40    4.1 留學(xué)生掌握成語(yǔ)的情況32-33    4.2 偏誤分析33-405. 綜合性建議40-44    5.1 對(duì)外漢語(yǔ)教材中成語(yǔ)編排的建議40-43        5.1.1 對(duì)外漢語(yǔ)教材中成語(yǔ)數(shù)量編排40-41        5.1.2 對(duì)外漢語(yǔ)教材中成語(yǔ)頻率編排41-42        5.1.3 對(duì)外漢語(yǔ)教材中成語(yǔ)篇目編排42-43    5.2 對(duì)《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》的建議43-44結(jié)語(yǔ)44-45參考文獻(xiàn)45-48附錄1：語(yǔ)料來(lái)源48-54附錄2：《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》對(duì)成語(yǔ)教學(xué)的要求54-57附錄3：?jiǎn)柧碚{(diào)查試卷57-59后記59-60

  本文關(guān)鍵詞：對(duì)外漢語(yǔ)教材中的成語(yǔ)研究，，由筆耕文化傳播整理發(fā)布。