本文關(guān)鍵詞： 字本位 詞本位 對(duì)外漢語教學(xué) 教學(xué)改革試驗(yàn)　出處：《湖北工業(yè)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：字本位理論從提出到發(fā)展至今已有二十余年,然而只有少數(shù)人理解支持,對(duì)于將其應(yīng)用于實(shí)踐的更是少之又少。近代自西方理論《馬氏文通》引進(jìn)后對(duì)漢語教學(xué)有一定的影響和推動(dòng)作用,但效果仍然不甚理想,漢語也因此成為世人眼中“最難學(xué)的語言”之一。就漢語的發(fā)展歷史及其對(duì)世界產(chǎn)生的影響來看,漢字不僅僅只是作為漢語書寫記錄符號(hào),也是輔助漢人語言的第二套語言。在對(duì)外漢語教學(xué)的過程中,漢字的學(xué)習(xí)一直困擾著外國學(xué)生,漢字的教學(xué)也一直是重難點(diǎn)。在這些“教”與“學(xué)”的問題背后,根本原因還在于“印歐語眼光”的束縛。本文梳理總結(jié)了漢語字本位理論的相關(guān)文獻(xiàn)資料,分析“字本位”理論下對(duì)外漢語教學(xué)的主要內(nèi)涵和觀點(diǎn)。立足于對(duì)傳統(tǒng)詞本位教學(xué)的實(shí)踐和體驗(yàn),反思總結(jié)詞本位教學(xué)教材教法所存在的問題:漢語學(xué)習(xí)者只會(huì)說,不會(huì)認(rèn)讀;無法真正把握漢字“形·音·義”的結(jié)合;漢字的書寫能力薄弱;最終導(dǎo)致漢語成為了公認(rèn)的“最難學(xué)的語言”之一。為了解決在教學(xué)過程中遇到了這些問題,筆者嘗試著運(yùn)用“字本位”理論來指導(dǎo)教學(xué)實(shí)踐,對(duì)基于漢語字本位理論的對(duì)外漢語教學(xué)進(jìn)行了改革試驗(yàn)總體設(shè)計(jì):首先在湖北工業(yè)大學(xué)十二名哈薩克留學(xué)生的漢語課堂上進(jìn)行了第一階段教學(xué)改革試驗(yàn),立足于傳統(tǒng)教材,運(yùn)用字本位教學(xué)法開展教學(xué)活動(dòng);其次通過總結(jié)第一階段的成果和不足,分析對(duì)外漢語教材現(xiàn)狀的,提出了字本位理念下對(duì)外漢語教材編寫的幾點(diǎn)思考,并創(chuàng)新編寫了《字本位漢語習(xí)得教程》(教案);然后,以筆者在湖北工業(yè)大學(xué)國際學(xué)院所教授的兩個(gè)平行班級(jí)為教學(xué)對(duì)象,選取其中一個(gè)班級(jí)作為第二階段的教學(xué)改革試驗(yàn)對(duì)象,總結(jié)出字本位運(yùn)用于對(duì)外漢語綜合教學(xué)及對(duì)外漢字教學(xué)的方法。最后通過對(duì)兩個(gè)平行班級(jí)兩輪考試的試卷進(jìn)行數(shù)據(jù)統(tǒng)計(jì)和分析后,我們發(fā)現(xiàn):不論是在字詞掌握方面、還是漢字書寫能力方面,運(yùn)用字本位教學(xué)的班級(jí)明顯優(yōu)于詞本位教學(xué)的班級(jí)。
[Abstract]:It has been more than 20 years since the development of the word-based theory, but only a few people understand and support it. Since the introduction of the western theory "Ma Shi Wen Tong", it has a certain influence and promotion on Chinese teaching, but the effect is still not very good. As a result, Chinese has become one of the most difficult languages to learn in the eyes of the world. In terms of the history of Chinese language development and its impact on the world, Chinese characters are not only used as written symbols in Chinese. In the process of teaching Chinese as a foreign language, the study of Chinese characters has been puzzling foreign students. The teaching of Chinese characters has always been a difficult point. Behind these problems of "teaching" and "learning", the fundamental reason lies in the shackles of "Indo-European language vision". This paper analyzes the main connotations and viewpoints of teaching Chinese as a foreign language under the theory of "word standard", and bases itself on the practice and experience of traditional word-based teaching. Reflecting on the problems existing in the teaching method of summing up the teaching materials based on words: Chinese learners can only speak, not recognize reading; Unable to truly grasp the combination of "shape, sound and meaning" of Chinese characters; The writing ability of Chinese characters is weak; Finally, Chinese has become one of the most difficult languages to learn. In order to solve these problems in the teaching process, the author tries to use the "word-based" theory to guide teaching practice. This paper makes a general design of the reform experiment of teaching Chinese as a foreign language based on the theory of Chinese characters: firstly, the first stage of teaching reform experiment is carried out in the Chinese class of 12 Kazakh students from Hubei University of Technology. Based on the traditional teaching materials, the use of word-based teaching method to carry out teaching activities; Secondly, through summing up the achievements and shortcomings of the first stage, this paper analyzes the current situation of teaching materials for Chinese as a foreign language, and puts forward some thoughts on compiling textbooks for Chinese as a foreign language under the concept of word-based. And has written "the character standard Chinese acquisition course" innovatively (teaching plan and so on); Then, taking the two parallel classes taught by the author in the International College of Hubei University of Technology as the teaching object, one of them is chosen as the second stage of the teaching reform experiment object. Summed up the word standard used in the teaching of Chinese as a foreign language and the teaching method of Chinese characters as a foreign language. Finally, through the two parallel classes of two rounds of examination paper statistics and analysis. We find that the class using the word-based teaching is obviously better than the one of the word-based teaching, whether in the aspect of word-to-word mastering or in the aspect of Chinese character writing ability.
【學(xué)位授予單位】：湖北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1470040