本文關(guān)鍵詞： 《國際漢語教學(xué)通用課程大綱》 形近同音字 HSK動(dòng)態(tài)語料庫 教學(xué)方法　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著中國的國際地位的不斷提高,漢語熱潮已經(jīng)席卷整個(gè)世界。越來越多的人開始喜歡并想要學(xué)習(xí)漢語,但這些漢語學(xué)習(xí)者們對(duì)漢字卻望而生畏。漢字教學(xué)是對(duì)外漢語教學(xué)的重點(diǎn)和難點(diǎn),其中的形近同音字更是留學(xué)生易出錯(cuò)的漢字類型,但是針對(duì)這類漢字教學(xué)的專門性研究卻很少,因此需加強(qiáng)此方面的研究,減少留學(xué)生在形近同音字中出現(xiàn)的偏誤。本研究以對(duì)比分析假說和內(nèi)在大綱習(xí)得順序假說為研究的理論基礎(chǔ),采用分析歸納法、課堂觀察實(shí)踐法、問卷調(diào)查法等研究方法,把《國際漢語教學(xué)通用課程大綱(修訂版)》中常用漢字表的2500個(gè)漢字作為研究對(duì)象,對(duì)其進(jìn)行統(tǒng)計(jì)分析,整理出336組756個(gè)形近同音字;然后以HSK動(dòng)態(tài)語料庫為基礎(chǔ),對(duì)整理出的形近同音字的使用頻次、錯(cuò)誤頻次、別字頻次進(jìn)行統(tǒng)計(jì)并計(jì)算出其別字率整理成表;根據(jù)此表對(duì)留學(xué)生形近同音字的習(xí)得情況進(jìn)行分析,總結(jié)出導(dǎo)致偏誤產(chǎn)生的客觀因素,提出針對(duì)形近同音字的專門教學(xué)方法,并以一組形近同音字“度”與“渡”為例進(jìn)行教案設(shè)計(jì)和教學(xué)實(shí)踐,根據(jù)學(xué)生課后填寫的調(diào)查問卷,對(duì)教學(xué)效果進(jìn)行檢驗(yàn)和反思。本研究基于《大綱》的常用漢字表整理出形近同音字表并對(duì)每個(gè)形近同音字的等級(jí)進(jìn)行詳細(xì)標(biāo)注,得出形近同音字在漢字常用字中所占比重較大,且等級(jí)越高形近同音字的個(gè)數(shù)越多。對(duì)HSK動(dòng)態(tài)語料庫中形近同音字統(tǒng)計(jì)發(fā)現(xiàn):形近同音字中有19.44%的別字率高達(dá)80%以上,并且隨著形近同音字等級(jí)的不斷提高別字率≥50%的形近同音字也不斷增多,但是初、中級(jí)別字率≥50%的形近同音字占本等級(jí)漢字總數(shù)的百分比與高級(jí)相差無幾。以上調(diào)查分析說明:漢字的常見度、漢字字形的復(fù)雜度、相似度和漢字字義的相似性是導(dǎo)致形近同音字習(xí)得偏誤的三個(gè)重要因素;教學(xué)中采用字理教學(xué)法、歸納法和音、形、義統(tǒng)一教學(xué)的教學(xué)法能有效地減少形近同音字的別字率;教師在形近同音字教學(xué)中應(yīng)注重對(duì)各個(gè)等級(jí)形近同音字的教學(xué),避免只重視高級(jí)形近同音字的教學(xué)現(xiàn)象的發(fā)生。
[Abstract]:With the development of China's international status, the upsurge of Chinese has swept the whole world. More and more people begin to like and want to learn Chinese. However, these Chinese learners are afraid of Chinese characters. Chinese character teaching is the focus and difficulty of teaching Chinese as a foreign language. However, there are few studies on the specialty of teaching Chinese characters, so we need to strengthen the research in this field. This study is based on the contrastive analysis hypothesis and the internal syllabus acquisition sequence hypothesis, and adopts the methods of analysis induction, classroom observation practice, questionnaire survey and so on. Taking the 2500 Chinese characters in the Common Curriculum of International Chinese language Teaching (revised edition) as the research object, the statistical analysis is carried out, and 336groups of 756 Chinese characters are sorted out, and then the dynamic corpus of HSK is used as the basis. The usage frequency, error frequency and frequency of other words are analyzed and calculated into a table, according to this table, the acquisition situation of foreign students' form near homonym is analyzed. This paper sums up the objective factors that lead to errors, puts forward a special teaching method for the characters of form and near homonym, and takes a group of "degree" and "du" as examples for teaching plan design and teaching practice, according to the questionnaire filled out by the students after class. Based on the common Chinese character table of outline, this study sorted out the form near homonym word table and marked the level of each form near homonym word in detail, and got the conclusion that the form near homonym word occupies a large proportion in the Chinese character frequently used word, this research is based on the common Chinese character table of "outline", and marks the level of each form and near homonym word in detail. The higher the rank, the more the number of homophones. According to the statistics of HSK dynamic corpora, there are more than 80% characters in 19.44% words. And with the increasing of the level of the homophones, the number of the characters with the rate of more than 50% is also increasing, but at the beginning, The percentage of Chinese characters with intermediate character rate 鈮，

本文編號(hào)：1551471