本文選題：《發(fā)展?jié)h語(yǔ)》　切入點(diǎn)：對(duì)外漢語(yǔ)　出處：《陜西師范大學(xué)》2012年碩士論文

【摘要】：語(yǔ)言和文化是不可分割的,因此,在第二語(yǔ)言教學(xué)中,文化教學(xué)也是必不可少的。這是第二語(yǔ)言教學(xué)界普遍認(rèn)同的觀點(diǎn)。作為一種第二語(yǔ)言教學(xué),對(duì)外漢語(yǔ)教學(xué)的主要目標(biāo)就是培養(yǎng)學(xué)習(xí)者使用漢語(yǔ)進(jìn)行跨文化交際的能力,使學(xué)習(xí)者能夠像以漢語(yǔ)為母語(yǔ)的人一樣,自然、得體地使用漢語(yǔ)進(jìn)行跨文化交際。文化教學(xué)的缺失會(huì)使學(xué)生在和交際過(guò)程中產(chǎn)生交際障礙。因此,在對(duì)外漢語(yǔ)教學(xué)中,文化教學(xué)是不可缺少的。然而,在對(duì)外漢語(yǔ)教學(xué)中,應(yīng)該導(dǎo)入什么樣的文化內(nèi)容,以及如何適時(shí)、有效地在語(yǔ)言教學(xué)過(guò)程中進(jìn)行文化導(dǎo)入,才‘能在最大程度上幫助學(xué)生在習(xí)得語(yǔ)言表述的同時(shí)習(xí)得這些文化內(nèi)容,并能有效地將文化融入到在語(yǔ)言使用中,達(dá)到最終的交際目的,仍然是現(xiàn)階段對(duì)外漢語(yǔ)教學(xué)界研究的重點(diǎn)與難點(diǎn)。 本文以《發(fā)展?jié)h語(yǔ)》系列教材為研究對(duì)象,從教材編寫(xiě)、教學(xué)實(shí)施等幾個(gè)方面對(duì)對(duì)外漢語(yǔ)教學(xué)中的文化教學(xué)進(jìn)行了研究。 第一部分,從語(yǔ)言與文化的密切關(guān)系出發(fā),探討了文化背景知識(shí)在跨文化交際中的不可缺失性,從而引出在對(duì)外漢語(yǔ)教學(xué)中,以培養(yǎng)學(xué)生交際能力為目的的文化教學(xué)。 第二部分,以《發(fā)展?jié)h語(yǔ)》系列教材為例,從教材編寫(xiě)的角度概括了對(duì)外漢語(yǔ)教材中文化導(dǎo)入的原則和方法,即中立性原則、實(shí)用性原則、適度性原則、時(shí)代性原則以及循序漸進(jìn)的原則,研討如何從廣泛的文化素材中選取外國(guó)學(xué)生需要學(xué)習(xí)、適合學(xué)習(xí)的文化內(nèi)容以及如何實(shí)現(xiàn)這些內(nèi)容在教材中循序漸進(jìn)的編排。 第三部分,以《發(fā)展?jié)h語(yǔ)》的課堂教學(xué)實(shí)踐為研究對(duì)象,分析了對(duì)外漢語(yǔ)教師在文化導(dǎo)入過(guò)程中的重要性以及主導(dǎo)作用,并對(duì)筆者在教學(xué)實(shí)踐中采取的一些具體、有效的文化導(dǎo)入方法進(jìn)行了總結(jié)。 第四部分,在文章的結(jié)語(yǔ)部分,筆者對(duì)全文內(nèi)容進(jìn)行了總結(jié),并對(duì)對(duì)外漢語(yǔ)中的文化導(dǎo)入研究的前景進(jìn)行了展望。 本文的創(chuàng)新之處主要包括以下幾個(gè)方面：第一,結(jié)合《發(fā)展?jié)h語(yǔ)》系列教材提出了教材中文化內(nèi)容編寫(xiě)的五個(gè)原則；第二,結(jié)合筆者的實(shí)踐經(jīng)驗(yàn),針對(duì)具體的教學(xué)過(guò)程,提出了一些有效的、在語(yǔ)言教學(xué)過(guò)程可行的中文化導(dǎo)入方法；第三,針對(duì)中國(guó)文化的消極方面,從教材編寫(xiě)的角度,提出了一些新的意見(jiàn)。
[Abstract]:Language and culture are inseparable, therefore, in the second language teaching, culture teaching is also indispensable. This is a widely accepted view in the second language teaching. As a second language teaching, The main goal of teaching Chinese as a foreign language is to develop learners' ability to use Chinese for cross-cultural communication, so that learners can be as natural as native speakers. Proper use of Chinese for cross-cultural communication. The lack of cultural teaching will make students have communication obstacles in the process of communication. Therefore, cultural teaching is indispensable in teaching Chinese as a foreign language. However, in teaching Chinese as a foreign language, What kind of cultural content should be introduced, and how to introduce culture in the process of language teaching in a timely and effective manner, in order to help students acquire these cultural contents at the same time as language expression to the maximum extent? It is still an important and difficult point in the field of teaching Chinese as a foreign language to effectively integrate culture into language use and achieve the ultimate communicative purpose. This paper studies the cultural teaching in teaching Chinese as a foreign language (TCFL) from the aspects of compilation and implementation of teaching materials. The first part, based on the close relationship between language and culture, discusses the necessity of cultural background knowledge in cross-cultural communication, which leads to the cultural teaching aimed at cultivating students' communicative competence in teaching Chinese as a foreign language. The second part, taking the series of textbooks of developing Chinese as an example, summarizes the principles and methods of cultural introduction from the angle of compiling textbooks, namely, the principle of neutrality, the principle of practicability, the principle of proportionality. This paper discusses how to select the cultural contents of foreign students from a wide range of cultural materials and how to arrange them step by step in the textbooks. The third part, taking the classroom teaching practice of "developing Chinese language" as the research object, analyzes the importance and the leading role of the teachers of Chinese as a foreign language in the process of cultural introduction, and gives some concrete suggestions to the author in the teaching practice. The effective method of culture introduction is summarized. The fourth part, in the conclusion part, the author summarizes the content of the full text, and prospects for the study of cultural introduction in TCSL. The innovation of this paper mainly includes the following aspects: first, the author puts forward five principles of compiling the cultural content of the textbook in combination with the series of textbooks "developing Chinese"; second, according to the author's practical experience, aiming at the specific teaching process, Some effective and feasible methods of introducing Chinese culture in the process of language teaching are put forward. Thirdly, some new suggestions are put forward from the angle of compiling textbooks in view of the negative aspects of Chinese culture.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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