發(fā)布時(shí)間：2018-07-07 09:40

  本文選題：對(duì)越商務(wù)漢語(yǔ)教材 + 教材編寫(xiě)原則　； 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：隨著越中兩國(guó)在經(jīng)貿(mào)領(lǐng)域發(fā)展的擴(kuò)大,越南就業(yè)市場(chǎng)對(duì)既有商務(wù)知識(shí)又有漢語(yǔ)語(yǔ)言知識(shí)人才的需求極為緊迫,總供不應(yīng)求目前。越南學(xué)生對(duì)《商務(wù)漢語(yǔ)》的學(xué)習(xí)需求也日益增加,許多高校展開(kāi)商務(wù)漢語(yǔ)教學(xué),甚至有的大學(xué)專門開(kāi)設(shè)商務(wù)漢語(yǔ)專業(yè),旨在培養(yǎng)以漢語(yǔ)為工具從事經(jīng)濟(jì)貿(mào)易的人才以及滿足社會(huì)和學(xué)習(xí)者的需求。商務(wù)漢語(yǔ)在漢語(yǔ)教學(xué)中逐漸引起了人們的關(guān)注,但越南高校都在面對(duì)同樣的問(wèn)題,就是如何規(guī)范、系統(tǒng)、又科學(xué)地發(fā)展起《商務(wù)漢語(yǔ)》這一學(xué)科,同時(shí)也在為該課程的教材選用的事情而躊躇。由于受教學(xué)對(duì)象、教學(xué)目標(biāo)及教學(xué)條件所限,到目前為止,開(kāi)設(shè)過(guò)《商務(wù)漢語(yǔ)》課的越南高校仍未在中國(guó)上百種商務(wù)漢語(yǔ)教材里找到適合于自己的教學(xué)。為越南高校編寫(xiě)一本有針對(duì)性的及《商務(wù)漢語(yǔ)教程》是極為緊迫的需求。我們立足于這些真實(shí)的需求,以《對(duì)越商務(wù)漢語(yǔ)教材編寫(xiě)研究》為本論文的題目,先后解決了六項(xiàng)研究任務(wù)包括：(1)確定教學(xué)對(duì)象及其特征、(2)了解教學(xué)對(duì)象的需求、(3)分別確定商務(wù)漢語(yǔ)教材與對(duì)越高校漢語(yǔ)專業(yè)生教材編寫(xiě)的理論依據(jù)、(4)確定教學(xué)理念及教學(xué)方法、(5)確立教學(xué)大綱、(6)編寫(xiě)某一單元的模擬教材,力求能為越南高校漢語(yǔ)專業(yè)生《商務(wù)漢語(yǔ)教程》編寫(xiě)工作墊鋪好堅(jiān)實(shí)的理論基礎(chǔ)并確定出較為周密可行的編寫(xiě)方案,從而擬定編寫(xiě)模擬教程的一個(gè)單元內(nèi)容。除了引言、結(jié)語(yǔ)之外,全文主要內(nèi)容共分為四章。各章節(jié)的具體內(nèi)容如下：第一章主要通過(guò)考察現(xiàn)有的對(duì)外漢語(yǔ)教材編寫(xiě)的一些有代表性的教材編寫(xiě)原則,在進(jìn)行對(duì)商務(wù)漢語(yǔ)教材的定義及了解其特征之后進(jìn)一步推出針對(duì)商務(wù)漢語(yǔ)教材的編寫(xiě)原則。商務(wù)漢語(yǔ)教材為對(duì)外漢語(yǔ)教材中的一個(gè)種類,在商務(wù)漢語(yǔ)教材編寫(xiě)上完全可以以劉詢對(duì)外漢語(yǔ)教材編寫(xiě)的四大原則為第一層次的編寫(xiě)原則然后再繼續(xù)滿足商務(wù)漢語(yǔ)教材對(duì)學(xué)科特征的第二層原則,如“交際性”、“開(kāi)放性”、“專業(yè)性”及“內(nèi)容層次性”。在商務(wù)漢語(yǔ)教材編寫(xiě)的理論研究基礎(chǔ)上,本文提出了針對(duì)越南高校漢語(yǔ)專業(yè)生編寫(xiě)教材的體型確定、內(nèi)容結(jié)構(gòu)、語(yǔ)料摘選、詞匯帥選、結(jié)構(gòu)編排幾個(gè)方面第三層次的編寫(xiě)原則。對(duì)對(duì)越高校漢語(yǔ)專業(yè)生編寫(xiě)的《商務(wù)漢語(yǔ)教材》應(yīng)該以哪個(gè)教學(xué)方法為指導(dǎo)理論建議要符合于教材編寫(xiě)的定向性及目標(biāo)性。對(duì)教材體型編寫(xiě)應(yīng)該在科學(xué)性、需求性與趣味性的基礎(chǔ)上編寫(xiě)一本立體性的教材。內(nèi)容結(jié)構(gòu)的編排是最重要的,它的編寫(xiě)必須要滿足學(xué)習(xí)者需求分析與認(rèn)知能力的同時(shí)考慮到內(nèi)容的科學(xué)性、實(shí)用性、開(kāi)放性及編寫(xiě)層次漸進(jìn)四個(gè)原則。對(duì)詞匯帥選,卻應(yīng)該詞語(yǔ)的專業(yè)性、針對(duì)性及更新性的三個(gè)原則。第二章通過(guò)闡述對(duì)教學(xué)理念與教學(xué)法的定位后,本文對(duì)中國(guó)教學(xué)法的理論的發(fā)展進(jìn)行論述并提出中國(guó)商務(wù)漢語(yǔ)教學(xué)界里常使用的教學(xué)方法,在深入了解已提的教學(xué)法之后確定最適用于《對(duì)越高校漢語(yǔ)專業(yè)生商務(wù)漢語(yǔ)教材》編寫(xiě)工作的指導(dǎo)教學(xué)方法理論。在中國(guó)對(duì)外漢語(yǔ)學(xué)界提倡《結(jié)構(gòu)+功能+文化》為重要的教學(xué)理念的時(shí)代,考慮到越南高校漢語(yǔ)生的特定教學(xué)對(duì)象,本文基于分析《任務(wù)型教學(xué)法》與《基于內(nèi)容的教學(xué)》之間的異同點(diǎn)、取長(zhǎng)補(bǔ)短并提出“以任務(wù)為教學(xué)單位的基于內(nèi)容的教學(xué)”為對(duì)越高校生商務(wù)漢語(yǔ)教材的教學(xué)理論。第三章我們以河內(nèi)大學(xué)中文系的商務(wù)漢語(yǔ)教學(xué)為典型研究對(duì)象,闡述了該校在商務(wù)漢語(yǔ)教學(xué)中遇到什么問(wèn)題與挑戰(zhàn)及其發(fā)展的展望,進(jìn)而在此基礎(chǔ)上,又對(duì)越南大學(xué)生商務(wù)漢語(yǔ)學(xué)習(xí)目標(biāo)及需求考察及分析。通過(guò)對(duì)300名同同學(xué)經(jīng)歷的漢語(yǔ)生進(jìn)行了目標(biāo)情景與需求的調(diào)查,我們了解到越南高校漢語(yǔ)專業(yè)生對(duì)商務(wù)漢語(yǔ)課的學(xué)習(xí)目標(biāo)與需求,在此基礎(chǔ)上提出了越南商務(wù)漢語(yǔ)教學(xué)存在的問(wèn)題以及學(xué)習(xí)者對(duì)課程的期望值。第四章本章包括兩大內(nèi)容,第一是對(duì)商務(wù)漢語(yǔ)詞匯的定位和范圍進(jìn)行界定之后提出考察方案的一些依據(jù)。第二是通過(guò)我們自己建立的語(yǔ)料庫(kù)進(jìn)行考察中國(guó)《BCT商務(wù)漢語(yǔ)常用詞語(yǔ)表》詞語(yǔ)中的越南相應(yīng)的意義的出現(xiàn)詞頻結(jié)合考察數(shù)人對(duì)詞語(yǔ)表里的學(xué)習(xí)需求的權(quán)重分析結(jié)果建立出針對(duì)《越南高級(jí)商務(wù)漢語(yǔ)詞匯表》。第五章本章對(duì)教材構(gòu)成各項(xiàng)因素的編寫(xiě)要求進(jìn)行更為細(xì)致的描述,同時(shí)對(duì)教材中每主題單元的體例進(jìn)行編排、確立其編寫(xiě)順序,最后已嘗試模擬編寫(xiě)了一個(gè)主題單元作為理論的再現(xiàn)。這也就是教材編寫(xiě)研究理論結(jié)合實(shí)踐經(jīng)驗(yàn)作出的成果。不同的章節(jié)解決《對(duì)越高校漢語(yǔ)專業(yè)生商務(wù)漢語(yǔ)教材》編寫(xiě)工作不同編寫(xiě)環(huán)節(jié)的不同任務(wù)及問(wèn)題,但這一切的研究都有一個(gè)共同的目標(biāo),就是為教材編寫(xiě)工作建立堅(jiān)固可靠的理論基礎(chǔ)、科學(xué)可行的編寫(xiě)方案及真實(shí)可靠的詞語(yǔ)篩選依據(jù)。
[Abstract]:With the expansion of China and Vietnam in the field of economic and trade development, the demand of Vietnamese employment market to both business knowledge and Chinese language knowledge talents is extremely urgent, and the demand for the learning of "business Chinese" is increasing, and many colleges and universities have launched business Chinese language teaching, and even some universities specialize in business Chinese. Language majors are designed to cultivate talents in economic trade with Chinese as a tool and to meet the needs of society and learners. Business Chinese has gradually aroused people's attention in the teaching of Chinese. However, Vietnamese universities are facing the same problem, which is how to standardize, systematically and scientifically develop the subject of "business Chinese >", and also in the same time. So far, the Vietnamese colleges and universities that have set up "business Chinese >" have not found their own teaching in a hundred kinds of Chinese business Chinese textbooks, and have written a targeted and "business Chinese course" for the University of Vietnam. It is a very urgent demand. Based on these real needs, we have solved six research tasks, including: (1) determining the teaching object and its characteristics, (2) to understand the needs of the teaching objects, (3) to determine the business Chinese textbooks and the teaching of Chinese students in Colleges and Universities, respectively. The theoretical basis of material compilation, (4) to determine the teaching concept and teaching methods, (5) to establish a syllabus, (6) to write a unit of simulation materials, and strive to lay a solid theoretical foundation for the Chinese professional students in Vietnamese colleges and universities, and to establish a more detailed and feasible program, so as to draw up a simulation course. In addition to the introduction and conclusion, the main content of the full text is divided into four chapters. The specific contents of the chapters are as follows: the first chapter mainly through the investigation of some representative writing principles of the existing Chinese teaching material for foreign language, and further introduce the definition and understanding of the characteristics of the teaching materials for business Chinese. For the writing principle of business Chinese textbooks, business Chinese textbooks are a kind of Chinese teaching materials for foreign languages. In the writing of business Chinese textbooks, the four principles of writing Chinese textbooks for foreign language can be taken as the first level of writing principles, and then we can continue to meet the second principles of the subject characteristics of business Chinese teaching materials, such as " On the basis of the theoretical research on the writing of business Chinese textbooks, this paper puts forward the third levels of writing principles for the writing materials of Chinese professional students in Vietnamese colleges and universities, including the shape determination, content structure, corpus selection, vocabulary selection and structure arrangement. The teaching method of "business Chinese" written by the school Chinese students should take the teaching method as the guiding theory to suggest the orientation and objective of the textbook compiling. The compilation of the body of the textbook should be based on the scientificalness, the demand and the interest. The arrangement of the internal structure is the most important, and its compilation is the most important. It is necessary to meet the needs analysis and cognitive ability of the learners to take into account the four principles of the scientific, practical, open and progressive level of the content. The choice of vocabulary should be the three principles of the professionalism, the pertinence and the renewal of the words. The second chapter, after elaborating the orientation of the teaching idea and teaching method, is the article to China The development of the theory of teaching method is discussed and the teaching methods often used in the Chinese business Chinese teaching field are put forward. The theory of guiding teaching methods which is most applicable to the writing of business Chinese textbooks for Chinese professional students in higher institutions is determined after the in-depth understanding of the proposed teaching method. In the era of important teaching ideas, taking into account the specific teaching objects of Chinese students in Vietnamese colleges and universities, this article is based on the analysis of the similarities and differences between the task-based teaching method and the content based teaching, and puts forward the teaching theory of "content based teaching with task as the teaching unit" for the teaching of business Chinese teaching materials for college students. In the third chapter, we take the business Chinese teaching of the Chinese Department of Hanoi University as the typical research object, and explain the problems and challenges in the business Chinese teaching and the prospect of its development. On this basis, we also examine and analyze the objectives and needs of the Vietnamese college students' business Chinese Learning. Through the 300 Chinese students' experience of the same students. In the survey of target situation and demand, we understand the learning goals and needs of Chinese Chinese students in Vietnamese colleges and universities. On this basis, we put forward the existing problems in the teaching of business Chinese in Vietnam and the expected values of the learners. The fourth chapter includes two contents, the first is the business Chinese vocabulary. After defining the location and scope, the paper puts forward some basis for the study of the scheme. Second, through the corpus of our own, we examine the common words of Chinese 【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195
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本文編號(hào)：2104561

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