本文選題：現(xiàn)代漢語　切入點(diǎn)：“被”字句　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】：本文立足于現(xiàn)代漢語、對外漢語教學(xué)，以結(jié)構(gòu)主義、第二語言習(xí)得、語言教學(xué)理論為構(gòu)思的框架和寫作思路。對漢語“被”字句的概念、特點(diǎn)、功能、類型作了較為充分的描寫和解釋，并針對蒙古國留學(xué)生的教學(xué)實(shí)踐進(jìn)行了語言偏誤調(diào)查，歸納了偏誤類型，分析了偏誤原因，進(jìn)一步依偏誤類型及學(xué)生等級設(shè)計(jì)了教學(xué)策略，討論了適合對外漢語“被”字句教學(xué)的教學(xué)設(shè)計(jì)、典型教案的編排及教學(xué)實(shí)踐的評估、評估結(jié)果分析、課后反思等，從多方面，多角度更全面更有針對性地對漢語“被”字句的有效教學(xué)策略進(jìn)行了全面而細(xì)致的研究。 文章分為五部分：本文選題的動機(jī)、意義、研究范圍及研究方法；對外漢語中“被”字句教學(xué)研究綜述；蒙古國學(xué)生“被”字句習(xí)得偏誤研究；蒙古國學(xué)生“被”字句教學(xué)策略研究，“被”字句教學(xué)設(shè)計(jì)和教學(xué)策略實(shí)施的教學(xué)效果評估。 選題動機(jī)部分首先根據(jù)教學(xué)實(shí)踐的情況介紹本文選取教學(xué)方面題目的動機(jī)，旨在針對蒙古國學(xué)生的漢語“被”字句教學(xué)中存在的問題進(jìn)行研究并提出相對合理能有效提高蒙古國學(xué)生漢語“被”字句教學(xué)效果和習(xí)得效果的教學(xué)設(shè)計(jì)和教學(xué)策略，并就本題的選題的意義及研究價(jià)值做初步介紹。其次本文就自己的選題研究范圍和方法稍作簡介。在對外漢語“被”字句教學(xué)研究綜述部分，首先綜述目前“被”字句教學(xué)研究現(xiàn)狀，然后再介紹目前以偏誤類型為依據(jù)而設(shè)計(jì)的教學(xué)策略研究、本體結(jié)構(gòu)研究及教學(xué)方面的成就、現(xiàn)狀，點(diǎn)明所存在的歧見。在目前“被”字句教學(xué)研究綜述的基礎(chǔ)上，界定了“被”字句的內(nèi)涵，考察了“被”字句典型句式的構(gòu)成，依據(jù)“被”字句典型句式的結(jié)構(gòu)項(xiàng)，歸納了“被”字句類型，根據(jù)“被”字句結(jié)論項(xiàng)的特點(diǎn)，將常規(guī)“被”字句分為若干類。從句式的主要構(gòu)成成分和句法標(biāo)記角度，將“被”字句分為六類句式。描寫了各類“被”字句句式的結(jié)構(gòu)、語義特征。 蒙古國留學(xué)生“被”句習(xí)得偏誤研究部分，以內(nèi)蒙古師范大學(xué)文學(xué)院國際漢語教育碩士蒙古國教育碩士、內(nèi)蒙古師范大學(xué)國際交流學(xué)院各年級蒙古國留學(xué)生為調(diào)查對象，采用問卷調(diào)查、訪談等調(diào)查法進(jìn)行了偏誤調(diào)查。在調(diào)查基礎(chǔ)上進(jìn)行偏誤分析，將偏誤類型歸納為遺漏偏誤、誤代偏誤、偏誤、冗余偏誤和錯(cuò)序偏誤四類；將偏誤原因總結(jié)為：母語負(fù)遷移、“被”字句使用情況不清、錯(cuò)誤類推、回避難點(diǎn)等等。 蒙古國留學(xué)生漢語“被”字句教學(xué)策略研究部分，介紹現(xiàn)代漢語被字句的教學(xué)策略，分別論述依偏誤類型和原因而設(shè)計(jì)的教學(xué)策略和依各級教材而設(shè)計(jì)的具體的課堂教學(xué)設(shè)計(jì)和教學(xué)程序。側(cè)重語法項(xiàng)目的選取和排序、可行性強(qiáng)的教學(xué)教案和案例。強(qiáng)調(diào)教學(xué)實(shí)踐和教學(xué)效果。依蒙古國留學(xué)生的不同等級而設(shè)計(jì)了“被”字句式的教學(xué)排序。 本文在寫作中，，努力吸收和運(yùn)用現(xiàn)代漢語、當(dāng)代語言學(xué)、漢語作為第二語言教學(xué)的一些重要理論，如結(jié)構(gòu)主義理論，偏誤分析理論，中介語理論等，既注意挖掘“被”字句的本體特征，又堅(jiān)持語言教學(xué)語境及教學(xué)對象，堅(jiān)持本體論和教學(xué)論研究相結(jié)合、靜態(tài)和動態(tài)相結(jié)合、描寫和解釋相結(jié)合的原則和方法，既吸取前人寶貴的研究經(jīng)驗(yàn)和成果，也一定范圍彌補(bǔ)了前人的不足，因此，本文的選題和寫作有利于深化教學(xué)執(zhí)行者對現(xiàn)代漢語“被”字句的認(rèn)識，有利于指留導(dǎo)學(xué)生的語言運(yùn)用，對提高母語教學(xué)、對外漢語教學(xué)及對少數(shù)民族漢語教學(xué)等均具有一定的實(shí)用和參考價(jià)值，尤其對針對蒙古國留學(xué)生的漢語教學(xué)有一定的價(jià)值。
[Abstract]:This paper is based on the modern Chinese, teaching Chinese as a foreign language, to structuralism, second language acquisition, language teaching theory and writing ideas. Ideas of Chinese "Bei" concept, features, functions, types of description and explanation, and for studying ancient Mongolian students of language teaching practice an error, summarizes the types of errors, analyzes the causes of the errors, further according to the types of errors and the students' grades designed teaching strategies are discussed for foreign language teaching design "is" the words teaching, teaching evaluation of typical editing and teaching practice, analysis, reflection after class, from multi angle, more comprehensive and more targeted to Chinese "effective teaching strategy" is studied carefully.
The article is divided into five parts: the topic of the motivation, significance, research scope and research methods; foreign language "is" Research on teaching words; words acquisition errors of Mongolia's students was in Mongolia; students "study" words "is" the implementation of teaching strategies, teaching design and teaching strategies of words the evaluation of teaching effect.
The motivation part according to the teaching practice of the teaching of the subject in this paper introduces the motivation, aimed at Mongolia's Chinese students "is" in the teaching of words to study the problem and put forward a relatively reasonable and can effectively improve the teaching design and teaching strategies of Mongolia students Chinese Bei sentence teaching effect and the effect of the acquisition. And the significance and research value of this topic. Secondly this paper preliminarily introduces a research scope and methods of their profile. "" in foreign language teaching research on the sentence part, first summarized the current "Bei" teaching research, and then introduces the research teaching strategy at present according to the types of errors instead, the current research situation of structural body and teaching achievements, pointing out the existence of differences in the current "by" words based teaching research review On the definition of the connotation of "Bei", "Bei" on the basis of typical sentence, "Bei" typical sentence structure, summed up the "Bei" type, according to the characteristics of "Bei" conclusion, the conventional "Bei" is divided into several classes from the main. Composition and syntactic markers of sentence perspective, "Bei" is divided into six types of sentences. Describes various kinds of "being" structure, the semantic features of sentence patterns.
Mongolia's students "by" word acquisition errors in Chinese study, master of International Master of education Inner Mongolia Normal University College of education in Mongolia, Inner Mongolia Normal University School of international exchange students in each grade in Mongolia for the survey, using questionnaire survey, interview survey method is an error. The error analysis on the basis of survey the types of errors, summed up the omission error, error generation errors, errors, redundancy errors and wrong sequence errors of four types of errors; summarize the reasons: the negative transfer of mother tongue, "Bei" use case is not clear, the error and so on, to avoid difficulties and so on.
Chinese students study words teaching strategies "is" part of the study in Mongolia, this sentence teaching strategies were discussed according to the types and reasons of errors and the design of teaching strategies and teaching materials designed according to various specific classroom teaching design and teaching procedures. Emphasis on language project selection and arrangement, strong feasibility the teaching plan and the case. Emphasize the teaching practice and teaching effect. According to the different grades of students in Mongolia and the design of the teaching of "sort Bei" type.
In this paper, in writing, to absorb and use of modern Chinese, modern linguistics, Chinese as a second language teaching some important theories, such as structuralism theory, the theory of error analysis, interlanguage theory, pay attention to mining "ontological characteristics by" words, and adhere to the language teaching context and teaching object, to research on ontology the combination of theory and teaching theory, static and dynamic combination of principles and methods of the combination of description and explanation, is valuable to the study of predecessors' experience and achievements, must make up for the disadvantages of previous scope, therefore, this topic and writing teaching is conducive to deepening the implementation of understanding of modern Chinese "Bei" to guide students to stay, refers to the use of language to improve the language teaching, teaching Chinese as a foreign language and have certain practical and reference value of minority Chinese teaching, especially on Mongolia's left The teaching of Chinese in Chinese has a certain value.

【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】：H195.3

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本文編號：1573967