本文關(guān)鍵詞： 動(dòng)物詞匯 文化含義 蒙漢對比 教學(xué)建議　出處：《內(nèi)蒙古師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：蒙古國是中國鄰邦中與中國邊界接壤最長的國家，自古以來兩國經(jīng)濟(jì)文化交流源遠(yuǎn)流長、連綿不絕。尤其是近年來，隨著兩國經(jīng)濟(jì)文化交流的日趨頻繁，來華留學(xué)學(xué)習(xí)漢語的學(xué)生逐年增多。對于蒙古國學(xué)生來講，，了解漢語的文化內(nèi)涵，了解中國文化與蒙古國文化的差異，在學(xué)習(xí)漢語的過程中極其必要。 漢語中的動(dòng)物詞匯具有大量形象生動(dòng)而含蓄婉轉(zhuǎn)的象征意義，這種象征意義作為語言的第二種形式貫通于中國人的信息交流中，使語言表達(dá)活靈活現(xiàn)、妙趣無窮。這些動(dòng)物詞匯顯示了漢民族的心態(tài)和情感，反映了漢民族的心理因素及歷史文化、哲學(xué)思想、政治經(jīng)濟(jì)、倫理道德、價(jià)值取向、審美情趣等等，蘊(yùn)含著多姿多彩的漢文化，是漢文化的重要載體，民族文化在這些詞語中能找到直接或間接的反映。 至今，對于漢語動(dòng)物詞匯象征意義的研究已經(jīng)碩果累累。但在對外漢語教學(xué)中進(jìn)行研究，并把某一特定國家具有相同母語背景的留學(xué)生當(dāng)做教學(xué)研究對象，使學(xué)生更加深入地掌握漢語國俗詞語的文化意義，更加廣泛地了解中國文化豐富多彩，此類論文還為數(shù)不多。 筆者就讀于內(nèi)蒙古師范大學(xué)，母校留學(xué)生以蒙古國學(xué)生為主，因此本文嘗試借鑒已有研究成果，以動(dòng)物詞語文化教學(xué)為切入點(diǎn)，從教學(xué)目標(biāo)出發(fā)，針對蒙古國留學(xué)生的文化背景，試圖通過問卷調(diào)查、對比分析、教學(xué)實(shí)踐這三方面來研究對蒙漢語動(dòng)物詞匯文化的教學(xué)思路，為教學(xué)服務(wù)。
[Abstract]:Mongolia is the country with the longest border with China among its neighbors. Economic and cultural exchanges between the two countries have a long history since ancient times, especially in recent years, with the increasing frequency of economic and cultural exchanges between the two countries. The number of students coming to China to study Chinese is increasing year by year. It is very necessary for Mongolian students to understand the cultural connotation of Chinese and the difference between Chinese culture and Mongolian culture. Chinese animal vocabulary has a large number of vivid and implicit symbolic meaning, which, as the second form of language, runs through Chinese information exchange and makes language expression vivid. These animal words show the mentality and emotion of the Han nationality, and reflect the psychological factors and historical culture, philosophy, political economy, ethics, value orientation, aesthetic taste and so on of the Han nationality. It contains colorful Chinese culture and is an important carrier of Chinese culture. National culture can find direct or indirect reflection in these words. So far, the research on the symbolic meaning of Chinese animal vocabulary has been fruitful. But in the teaching of Chinese as a foreign language, we have made the study of foreign students with the same mother tongue background in a particular country as the object of study. So that students can have a deeper understanding of the cultural meaning of Chinese folk words and more extensive understanding of the rich and colorful Chinese culture, such papers are still few. The author studies in Inner Mongolia normal University, and the foreign students of my alma mater are mainly Mongolian students. Therefore, this paper tries to draw lessons from the existing research results, take the teaching of animal words and culture as the starting point, and proceed from the teaching goal. In view of the cultural background of Mongolian students, this paper attempts to study the teaching ideas of Mongolian Chinese animal vocabulary culture through questionnaire survey, comparative analysis and teaching practice in order to serve the teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 鄭蘭英;關(guān)于大學(xué)英語教學(xué)中的文化導(dǎo)入[J];安徽工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2001年03期

2 段士秀;俄漢語動(dòng)物象征意義的民族文化差異[J];長春大學(xué)學(xué)報(bào);2001年04期

3 吳文紅;;漢俄文化中動(dòng)物的象征意義[J];河北軟件職業(yè)技術(shù)學(xué)院學(xué)報(bào);2005年04期

4 張慧晶;試論漢語詞語的文化附加義[J];漢語學(xué)習(xí);2003年03期

本文編號：1539912