本文選題：對(duì)外漢語(yǔ) + 語(yǔ)素教學(xué)法　； 參考：《蘭州大學(xué)》2012年碩士論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)研究中有公認(rèn)的三大流派：詞本位教學(xué)法字本位教學(xué)法和語(yǔ)素教學(xué)法。本文首先對(duì)這三大流派的起源、主要內(nèi)容、代表人物和代表著作等內(nèi)容進(jìn)行了一番梳理,尤其是對(duì)語(yǔ)素教學(xué)法的產(chǎn)生背景和研究現(xiàn)狀進(jìn)行了詳細(xì)介紹。 本文的重點(diǎn)內(nèi)容是從理論研究和教學(xué)實(shí)踐兩個(gè)角度對(duì)語(yǔ)素教學(xué)法進(jìn)行分析。理論部分包含語(yǔ)素教學(xué)法和字本位教學(xué)法的異同比較、語(yǔ)素教學(xué)法的理論依據(jù)(包含語(yǔ)言學(xué)依據(jù)、心理學(xué)依據(jù)和教育學(xué)依據(jù))和語(yǔ)素教學(xué)法的優(yōu)缺點(diǎn)等內(nèi)容。我們認(rèn)為,語(yǔ)素教學(xué)法與字本位教學(xué)法沒(méi)有實(shí)質(zhì)性差異,可以統(tǒng)稱(chēng)為語(yǔ)素教學(xué)法。語(yǔ)素教學(xué)法雖然有著科學(xué)的依據(jù),但是在目前而言,更多地體現(xiàn)為一種詞匯教學(xué)法而不是系統(tǒng)的教學(xué)法。語(yǔ)素教學(xué)法具有很多其他教學(xué)法所沒(méi)有的優(yōu)點(diǎn),但是也存在著配套教材缺乏、構(gòu)詞法的講解難度較大等缺陷。 實(shí)踐部分是從語(yǔ)素教學(xué)法作為一個(gè)教學(xué)體系和語(yǔ)素教學(xué)法作為一種詞匯教學(xué)法兩個(gè)角度來(lái)探討語(yǔ)素教學(xué)法的可操作性。我們認(rèn)為,作為一個(gè)教學(xué)體系,語(yǔ)素教學(xué)法尚不成熟,但是《漢語(yǔ)語(yǔ)言文字啟蒙》還是為它的實(shí)現(xiàn)創(chuàng)造了一定的可能性。本文還具體分析了該書(shū)的優(yōu)缺點(diǎn),以供以后的“語(yǔ)素本位”教材參考。語(yǔ)素教學(xué)法作為一種詞匯教學(xué)法在目前的教學(xué)實(shí)踐中更為現(xiàn)實(shí),本文以常見(jiàn)的對(duì)外漢語(yǔ)教材為例,具體闡述了在不同階段使用語(yǔ)素教學(xué)法的內(nèi)容、方法以及優(yōu)勢(shì)。
[Abstract]:There are three recognized schools in the study of teaching Chinese as a foreign language: word-based teaching method, word-based teaching method and morpheme teaching method. In this paper, the origin, main content, representative characters and representative works of these three schools are combed, especially the background and research status of morpheme teaching method are introduced in detail. The main content of this paper is to analyze morpheme teaching method from the angle of theory research and teaching practice. The theoretical part includes the similarities and differences between morpheme teaching method and word-based teaching method, the theoretical basis of morpheme teaching method (including linguistic basis, psychological basis and pedagogy basis) and the advantages and disadvantages of morpheme teaching method. We think that morpheme teaching method has no substantial difference with word-based teaching method and can be called morpheme teaching method. Although morpheme teaching has scientific basis, it is more a lexical teaching method than a systematic one. Morpheme teaching method has many advantages that other teaching methods do not have, but there are also some defects, such as the lack of supporting teaching materials and the difficulty of explaining word-formation. The practical part is to discuss the maneuverability of morpheme teaching method from two angles: morpheme teaching method as a teaching system and morpheme teaching method as a lexical teaching method. We think that as a teaching system, morpheme teaching method is not mature, but the Enlightenment of Chinese language and characters creates a certain possibility for its realization. This article also analyzes the merits and demerits of the book in order to provide a reference for the later morpheme-based textbooks. As a kind of lexical teaching method, the morpheme teaching method is more realistic in the present teaching practice. Taking the common teaching materials as an example, this paper expounds the contents, methods and advantages of using morpheme teaching method in different stages.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 OYUNSAIKHAN（烏云賽汗）;結(jié)合語(yǔ)素法的對(duì)蒙大學(xué)中級(jí)漢語(yǔ)詞匯教學(xué)設(shè)計(jì)[D];山東大學(xué);2013年

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本文編號(hào)：1849306