本文關(guān)鍵詞： 對外漢語教學(xué) 漢字教學(xué) 非漢字文化圈 文語同步 文語異步　出處：《吉林大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：針對非漢字文化圈漢語學(xué)習(xí)者的漢語教學(xué)，，如何處理語言教學(xué)和漢字教學(xué)的關(guān)系是教學(xué)實踐中必須認真對待的問題，也是教學(xué)研究領(lǐng)域特別是一線教師非常關(guān)注的一個問題。在這個問題上存在著“文語同步”與“文語異步”兩種主張的對立�！拔恼Z同步”與“文語異步”都有人做過研究，也有人在教學(xué)實踐中做過嘗試，但兩種做法孰優(yōu)孰劣卻始終懸而未決。眾所周知，對外國學(xué)生來說，漢字是漢語學(xué)習(xí)的攔路虎，很多學(xué)生因漢字難學(xué)而放棄漢語學(xué)習(xí)。如何處理好語言教學(xué)與漢字教學(xué)的關(guān)系事關(guān)教學(xué)效率的高低甚至教學(xué)的成敗。目前國內(nèi)教學(xué)界普遍采用“文語同步”的教學(xué)模式，“文語異步”國內(nèi)雖有嘗試，但未產(chǎn)生影響。 本文對一定數(shù)量的非漢字文化圈留學(xué)生分別作了“文語同步”和“文語異步”兩種不同教學(xué)模式的教學(xué)實證研究。第一組被試研究對象10名，與韓日留學(xué)生同班，進行的是“文語同步”的漢語教學(xué)模式；第二組被試研究對象8名，這8名非漢字文化圈留學(xué)生獨立成班，進行的是“文語異步”的漢語教學(xué)模式。對兩組被試分別進行了為期四個多月（一個學(xué)期）的教學(xué)培養(yǎng)研究，通過對比兩組被試的聽說和讀寫成績，比較兩種教學(xué)模式的利弊，從而得出以下結(jié)論： 1）在對外漢語教學(xué)實踐中，非漢字文化圈留學(xué)生有獨立成班的必要； 2）非漢字文化圈留學(xué)生初級階段的漢語教學(xué)“文語異步”教學(xué)模式優(yōu)于“文語同步”教學(xué)模式；
[Abstract]:How to deal with the relationship between language teaching and Chinese character teaching is a problem that must be taken seriously in teaching practice. It is also an issue of great concern to teachers in the field of teaching and research, especially for front-line teachers. There is a contradiction between the two propositions of "text and language synchronization" and "text and language asynchrony" on this issue. "text and language synchronization" and "text and language Asynchronous" People have done research. Some people have tried in teaching practice, but the merits of the two methods have always been unresolved. As we all know, for foreign students, Chinese characters are a hindrance to the learning of Chinese. Many students give up learning Chinese because it is difficult to learn Chinese characters. How to deal with the relationship between language teaching and Chinese character teaching has a bearing on the teaching efficiency and even the success or failure of teaching. The teaching model. Although there are attempts in China, it has no effect. In this paper, a certain number of foreign students from non-Chinese cultural circles have made an empirical study of the two different teaching modes of "text and language synchronization" and "text and language asynchrony". The first group of 10 subjects have been studied. In the same class with the Korean and Japanese students, the Chinese teaching mode of "language synchronization" is carried out; The second group of 8 subjects, the 8 non-Chinese character cultural circle students into an independent class. The two groups of subjects were studied for more than four months (one semester) of teaching training, by comparing the listening, speaking and reading and writing scores of the two groups. By comparing the advantages and disadvantages of the two teaching models, the following conclusions can be drawn: 1) in the practice of teaching Chinese as a foreign language, it is necessary for foreign students from non-Chinese culture circle to form classes independently; 2) the teaching mode of "asynchronous text and language" is better than that of "language synchronization" in the primary stage of Chinese language teaching for students from non-Chinese cultural circle;
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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