本文選題：印尼漢字教學 + 漢字教學策略　； 參考：《沈陽師范大學》2012年碩士論文

【摘要】：漢字是形、音、義相結(jié)合的漢語書寫符號系統(tǒng)，具有較強的內(nèi)在關(guān)聯(lián)性。由于漢字總數(shù)量龐大，字的結(jié)構(gòu)復雜、筆畫繁多，所以對于一向使用拉丁文字的印尼學生來說，漢字是相當難學的。但是，漢字又是漢語的書寫符號，所以漢字教學是印尼學生學習漢語不可忽視的重要環(huán)節(jié)之一。 筆者針對印尼學生初級階段漢語的漢字學習情況做了問卷調(diào)查，并以此為研究基礎，探討印尼學生漢字的識字策略。以認知心理學為理論基礎，結(jié)合漢字內(nèi)部結(jié)構(gòu)的規(guī)律，筆者力圖尋求一套適合印尼學生的漢字教學策略。 本文的研究共分為四章，每章主要內(nèi)容分述如下： 第一章：引言。闡述了選題的緣由和意義。主要對非漢字文化圈的漢字教學研究現(xiàn)狀進行了闡述和客觀評價。概括了本文研究的主要內(nèi)容，說明了本文研究對象，指出了本文的研究范圍，介紹了本文的理論依據(jù)及研究方法。 第二章：漢字特點及印尼學生漢字認知難點。本章對漢字的特點、漢字認知教學法的理論及印尼學生的漢字認知難點進行了闡述和說明。 第三章：印尼學生初級階段漢字學習情況調(diào)查與分析。本章描述了針對印尼學生設計的漢字學習問卷調(diào)查，并對調(diào)查結(jié)果做出了詳細的分析與總結(jié)。 第四章：初級階段印尼學生漢字教學策略。本章提出了符合印尼學生認知心理的漢字教學策略。其中，，包括針對印尼學生的漢字教學原則和針對印尼學生的漢字教學方法。
[Abstract]:Chinese character is a Chinese writing symbol system which combines form, sound and meaning, and has strong internal relation. Because the total number of Chinese characters is huge, the structure of characters is complex, and the strokes are numerous, it is rather difficult for Indonesian students who have always used Latin characters to learn Chinese characters. However, Chinese characters are written symbols in Chinese, so teaching Chinese characters is one of the most important links for Indonesian students to learn Chinese. Based on a questionnaire survey on the learning of Chinese characters in the primary stage of Indonesian students, the author discusses the strategies of Chinese character literacy for Indonesian students. Based on the theory of cognitive psychology and the internal structure of Chinese characters, the author tries to find a set of teaching strategies suitable for Indonesian students. The research of this paper is divided into four chapters. The main contents of each chapter are as follows: Chapter one: introduction. This paper expounds the reason and significance of choosing the topic. The present situation of Chinese character teaching and research in non-Chinese culture circle is expounded and evaluated objectively. This paper summarizes the main contents of this study, explains the object of this study, points out the scope of this study, and introduces the theoretical basis and research methods of this paper. Chapter two: the characteristics of Chinese characters and the difficulties of Indonesian students' cognition of Chinese characters. In this chapter, the characteristics of Chinese characters, the theory of Chinese character cognitive teaching method and the difficulties of Indonesian students' cognition of Chinese characters are expounded and explained. Chapter three: the investigation and analysis of Indonesian students' learning of Chinese characters at the primary stage. This chapter describes the Chinese character learning questionnaire designed for Indonesian students, and makes a detailed analysis and summary of the results. Chapter four: the teaching strategy of Indonesian students' Chinese character in the primary stage. This chapter puts forward the teaching strategies of Chinese characters in accordance with the cognitive psychology of Indonesian students. Among them, Chinese character teaching principle for Indonesian students and Chinese character teaching method for Indonesian students are included.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關(guān)碩士學位論文 前1條

1 張語希;印尼小學生漢字習得偏誤研究[D];湖南師范大學;2013年

本文編號：1787245