本文選題：《發(fā)展?jié)h語》 + 《新概念漢語》��； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：教材在教學(xué)中是不可或缺的工具,是教學(xué)的材料,對(duì)外漢語教學(xué)同樣離不開教材。教材編寫質(zhì)量的優(yōu)劣對(duì)教學(xué)有直接的影響,因此對(duì)外漢語教材的編寫至關(guān)重要。通過閱讀對(duì)外漢語教材研究的文獻(xiàn),吸收前輩先賢的經(jīng)驗(yàn),本文從《發(fā)展?jié)h語》與《新概念漢語》的總體設(shè)計(jì)、內(nèi)容要素這兩大方面對(duì)兩部教材進(jìn)行了比較。其中總體設(shè)計(jì)方面包括教材定位與目標(biāo)、編寫理念、結(jié)構(gòu)形式的比較;內(nèi)容要素方面包括語音、課文、詞匯、語法、練習(xí)的比較。除引言和結(jié)語外,論文的主體內(nèi)容包括以下兩個(gè)部分:首先,教材的總體設(shè)計(jì)方面,比較了兩套教材的定位與目標(biāo)、編寫理念及結(jié)構(gòu)形式。兩套教材都是面向初級(jí)水平的學(xué)習(xí)者,都注重培養(yǎng)學(xué)習(xí)者的聽說讀寫能力;兩套教材都按照結(jié)構(gòu)——功能——文化的編寫理念,同時(shí)又有各自的理念:《發(fā)展?jié)h語》是“集成、多元、創(chuàng)新”,而《新概念漢語》則為“以學(xué)習(xí)者為中心、在使用中學(xué)習(xí)”;在結(jié)構(gòu)形式方面,兩套教材各有特色:《發(fā)展?jié)h語》系列教材分為聽力、口語、閱讀、寫作、綜合五個(gè)系列,且每個(gè)系列基本包括初、中、高三個(gè)層級(jí);而《新概念漢語》只有三個(gè)層級(jí)的綜合教材,沒有專門的技能教材;兩套教材的初級(jí)階段,《發(fā)展?jié)h語》第Ⅰ冊(cè)有30課,除第30課是一篇長課文外,其余每課都為三篇小課文;第Ⅱ冊(cè)共有25課,都是單獨(dú)的課文�！缎赂拍顫h語》上下兩冊(cè)結(jié)構(gòu)相同,每冊(cè)各有40課,每2課為一個(gè)單元,其中單數(shù)課為主課,雙數(shù)課為復(fù)練課,主要復(fù)習(xí)單元主課所學(xué)的句式或表達(dá)方法。其次,教材的內(nèi)容要素方面,主要比較了語音、課文、詞匯、語法、練習(xí)。語音是漢語學(xué)習(xí)的重要工具,但是筆者發(fā)現(xiàn),在眾多的初級(jí)綜合教材的比較研究中,并沒有對(duì)語音部分的比較,因此筆者將語音列入本文的比較范圍。因?yàn)椤缎赂拍顫h語》沒有編排語音,所以本文主要對(duì)《發(fā)展?jié)h語》的語音進(jìn)行了研究;課文方面主要比較了課文的題材和體裁;詞匯方面主要從詞匯量的控制、詞匯在課文中的位置、生詞注釋等幾方面進(jìn)行比較;語法方面主要比較了語法量的控制和語法編排;練習(xí)設(shè)計(jì)方面包括練習(xí)題量和練習(xí)題型的比較�？傊�,作為同一時(shí)期、同一出版社出版的兩套初級(jí)綜合教材,《發(fā)展?jié)h語》與《新概念漢語》各有特色,有相同之處,也有諸多不同�？傮w來看,《發(fā)展?jié)h語》在各方面的編排詳細(xì)、全面,《新概念漢語》則簡單、易學(xué),二者仍然需要不斷完善,以滿足更多的漢語學(xué)習(xí)者的需求。
[Abstract]:Teaching materials are indispensable tools and teaching materials in teaching, and teaching Chinese as a foreign language can not be separated from teaching materials. The quality of compiling textbooks has a direct impact on teaching, so the compilation of textbooks for Chinese as a foreign language is very important. By reading the literature on the study of textbooks for Chinese as a foreign language and absorbing the experience of the forefathers, this paper compares the two textbooks from the aspects of the general design and content elements of "developing Chinese" and "New concept Chinese". The overall design includes the orientation and goal of the textbook, the comparison of the writing idea and the structural form, and the comparison of pronunciation, text, vocabulary, grammar and practice in the content elements. In addition to the introduction and conclusion, the main content of the paper includes the following two parts: first, the overall design of the textbook, compared the two sets of textbooks, the positioning and objectives, writing ideas and structural forms. Both sets of textbooks are aimed at primary level learners and focus on developing learners' ability of listening, speaking, reading and writing. Both sets of textbooks are based on the structure-function-cultural writing concept, and at the same time have their own ideas: "developing Chinese" is "integration." "New concept Chinese" is "learner-centered, learning-in-use". In terms of structural form, the two sets of textbooks have their own characteristics: "developing Chinese" series of textbooks are divided into listening, speaking, reading, and writing. Five series are synthesised, and each series basically includes three levels of primary, middle and high, while New concept Chinese has only three levels of comprehensive teaching material, and there is no specialized skill teaching material. In the initial stage of the two sets of textbooks, there are 30 lessons in Volume I of the New concept Chinese, with the exception of one long text in lesson 30, three small texts in each of the other classes, and 25 separate texts in Book II. (new concept Chinese) the structure of the two volumes is the same. Each book has 40 lessons, every 2 lessons as a unit, in which the singular class as the main lesson, even class for the practice class, the main review unit of the main lesson of sentence patterns or expressions. Secondly, the content elements of the textbook, mainly compared the pronunciation, text, vocabulary, grammar, practice. Phonetics is an important tool for Chinese learning, but the author finds that there is no comparison of phonetic parts in the comparative study of many primary comprehensive textbooks, so the author includes phonology in the comparative scope of this paper. Because "New concept Chinese" has no phonetic arrangement, this paper mainly studies the pronunciation of "developing Chinese"; the text mainly compares the theme and genre of the text; the vocabulary mainly from the vocabulary control, The position of vocabulary in the text, the annotation of new words and other aspects are compared; the grammatical aspect mainly compares the control of grammar quantity and grammatical arrangement; the aspect of exercise design includes the comparison of exercise quantity and exercise type. In a word, as the same period, the two sets of primary comprehensive textbooks published by the same publishing house have their own characteristics, similarities and many differences. In general, the arrangement of "Development Chinese" is detailed and comprehensive in all aspects, while "New concept Chinese" is simple and easy to learn, both of which still need to be perfected to meet the needs of more Chinese learners.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

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本文編號(hào)：1816411