本文選題：“字本位” + 泰國��； 參考：《山東大學(xué)》2012年碩士論文

【摘要】：隨著世界“漢語熱”逐步興起,泰國的皇室、政府和人民對漢語教學(xué)高度重視,中泰兩國高校和教育相關(guān)部門,順應(yīng)時代的發(fā)展需求,積極建立合作關(guān)系,極大地推動了泰國漢語教學(xué)事業(yè)的發(fā)展。學(xué)習(xí)漢語的學(xué)生人數(shù)由5萬增加到50余萬。面對如此龐大而復(fù)雜的學(xué)習(xí)群體,如何選擇合適的漢語教材、運用科學(xué)的教法、作出合理的教學(xué)設(shè)計都是漢語教學(xué)工作者關(guān)注的重要環(huán)節(jié)。 目前專門針對泰國不同階段和程度的漢語學(xué)習(xí)者所推薦使用的漢語教材主要有《快樂漢語》、《漢語樂園》、《體驗漢語》、《新實用漢語》、《泰國人學(xué)漢語》和《漢語教程》等。無論是何種版本的教材,都有其編排的對象、分類和體例。因此,針對不同教材、不同課型作出具體的教學(xué)設(shè)計,是十分必要的。 近年來,在詞匯教學(xué)領(lǐng)域興起了三大流派,即“詞本位”教學(xué)流派、“字本位”教學(xué)流派和“語素本位”教學(xué)流派。其中,“字本位”理論一經(jīng)提出,就因其倡導(dǎo)的理論更加符合漢語本身的特點而受到了學(xué)界的廣泛關(guān)注。 本文的研究目的在于將“字本位”理念運用到對泰漢語詞匯教學(xué)的實踐中,對《漢語教程》(第三冊下)這本教材的詞匯作出“字本位”理念指導(dǎo)下的教學(xué)設(shè)計,并通過實際教學(xué)案例示范該設(shè)計的使用過程,希望能為日后的教材使用者打開教學(xué)思路,尋求詞匯教學(xué)的有效途徑。 本文主要包含五個章節(jié)的內(nèi)容。 第一章為緒論,概括了本文的選題背景、意義,本論文的研究內(nèi)容和方法以及對“字本位”理論的研究綜述。 第二章是教學(xué)設(shè)計的前期論證。首先分析了教學(xué)對象的來源、特點并通過詞匯測試量表的設(shè)計,測試出教學(xué)對象的詞匯量水平。然后從泰國農(nóng)業(yè)大學(xué)漢語課程設(shè)置和基本教學(xué)模式出發(fā),分析了在泰國使用“字本位”教學(xué)的適用度。最后,對所選教材的來源和特點進行了分析。 第三章教學(xué)設(shè)計是本文的主體部分,以《漢語教程》(第三冊下)為例,詳盡展示了“字本位”理念指導(dǎo)下的詞匯教學(xué)設(shè)計的全過程。包括如何建立教材詞庫與字庫、如何根據(jù)字頻統(tǒng)計確定核心字以及如何確定核心字的擴展詞范圍。第二部分對實施該設(shè)計的原則和方法進行了說明,第三部分則以《第十六課“話說慢點兒”》為案例,演示了該設(shè)計實施的具體步驟。 第四章為評估設(shè)計與實施建議。為評估該設(shè)計的實施效果提供了四種測評辦法,即衛(wèi)星放射法、單字?jǐn)U展法、近義詞辨析以及閱讀中的猜詞測試。然后對在泰國漢語詞匯教學(xué)中運用“字本位”理念提出了四點實施建議,即要選擇合適的設(shè)計實施對象、注意設(shè)計過程的客觀性、實施方式的靈活性以及如何將“字本位”理念擴展到課堂之外。 第五章作為本文的小結(jié)部分,總結(jié)了本論文的研究重點、研究過程和結(jié)論,分析了論文中存在的不足之處,并提出了可供進一步研究的問題。
[Abstract]:With the gradual rise of the "Chinese fever" in the world, the royal family, the government and the people of Thailand attach great importance to the teaching of Chinese, and the universities and educational departments of China and Thailand, in keeping with the development needs of the times, are actively establishing cooperative relations. It has greatly promoted the development of Chinese teaching in Thailand. The number of students studying Chinese has increased from 50,000 to more than 500,000. In the face of such a large and complex learning group, how to choose suitable Chinese teaching materials, how to use scientific teaching methods, and how to make reasonable teaching design are important links that Chinese teachers pay attention to. At present, the Chinese textbooks recommended for Chinese learners at different stages and levels in Thailand mainly include Happy Chinese, Chinese Paradise, experience Chinese, New practical Chinese, Thai Learning Chinese, and Chinese tutorials, and so on. The main teaching materials are "Happy Chinese", "Chinese Paradise", "experience Chinese", "New practical Chinese", "Thai Learning Chinese" and "Chinese course". No matter what version of the textbook, there are its arrangement of objects, classification and style. Therefore, it is very necessary to make specific teaching design for different teaching materials and different classes. In recent years, three major schools have emerged in the field of vocabulary teaching, namely, the "word based" teaching school, the "word-based" teaching school and the "morphem-based" teaching school. Once the "word-based" theory was put forward, it was widely concerned by the academic circles because the theory it advocated was more in line with the characteristics of Chinese itself. The purpose of this paper is to apply the concept of "word standard" to the practice of vocabulary teaching in Thai Chinese, and to design the vocabulary of this textbook under the guidance of the concept of "word standard". The practical teaching cases are used to demonstrate the process of using the design. It is hoped that it can open up teaching ideas for future textbook users and seek effective ways of vocabulary teaching. This paper mainly includes five chapters. The first chapter is the introduction, which summarizes the background, significance, research contents and methods of this paper and the research of "word-based" theory. The second chapter is the early proof of teaching design. Firstly, the source and characteristics of the teaching object are analyzed, and the vocabulary level of the teaching object is tested through the design of the vocabulary test scale. Then, this paper analyzes the applicability of Chinese teaching in Thailand from the perspective of Chinese curriculum and basic teaching model of Agricultural University of Thailand. Finally, the source and characteristics of the selected textbooks are analyzed. The third chapter is the main part of this paper. Taking the Chinese course (under the third volume) as an example, the whole process of vocabulary teaching design guided by the concept of "word standard" is demonstrated in detail. It includes how to set up the thesaurus and vocabulary of teaching materials, how to determine the core word according to the word frequency statistics and how to determine the extended word range of the core word. In the second part, the principles and methods of implementing the design are explained. In the third part, the concrete steps of implementing the design are demonstrated with the example of "speak slowly" in lesson 16. The fourth chapter is the evaluation design and implementation recommendations. In order to evaluate the effect of the design, four evaluation methods are provided, which are satellite radiation method, word expansion method, synonym discrimination and word guessing test in reading. Then the author puts forward four suggestions for the application of the "word-based" concept in Chinese vocabulary teaching in Thailand, that is, to select the right design implementation object and to pay attention to the objectivity of the design process. Flexibility of implementation and how to extend the word-based concept beyond the classroom. The fifth chapter is the summary of this paper, summarizes the research focus, research process and conclusions, analyzes the shortcomings of the paper, and puts forward some problems for further study.
【學(xué)位授予單位】：山東大學(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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