本文選題：漢字 + 民俗��； 參考：《陜西師范大學》2012年碩士論文

【摘要】：隨著中國經(jīng)濟快速平穩(wěn)的發(fā)展、國際政治地位的不斷提高,越來越多的外國人來到中國學習漢語,國際漢語熱持續(xù)升溫。作為對外漢語教學的重要組成部分的漢字教學來說,在不斷升溫的漢語熱中也面臨著新的教學問題。 漢字作為一種表意文字,它在創(chuàng)造、發(fā)展和演變的過程中受到了文化因素的影響,這種影響正是蘊藏在漢字中,反映著漢民族特有的風俗習慣、觀念和心理。因此,漢字不僅是一種文字,同時是漢文化的特殊組成部分,具有承載和傳播文化的功能,載負著大量的文化信息。 文字是傳統(tǒng)文化的載體,民俗是傳承文化的一種沉積。作為表意文字的漢字,它和表音文字有著十分巨大的本質(zhì)差別,所以,也給外國學習者學習漢語形成了一定的障礙。但是,如果對外漢語教師從民俗的視角進行對外漢字教學,不僅能培養(yǎng)學生學習漢字的興趣,而且能使學生掌握了解我國民俗文化,提高學習漢語漢字的效率,更好地做到跨文化交際。 本文的主體內(nèi)容主要分為三個部分。 第一部分,由討論漢字與民俗的關(guān)系入手,解釋民俗概念、闡述漢字的文化歸屬,并從先民對大自然的崇拜習俗、婚姻習俗、社會生產(chǎn)、農(nóng)業(yè)生產(chǎn)生活這四個方面闡述了民俗文化對漢字的創(chuàng)造、發(fā)展產(chǎn)生的巨大影響,同時由漢字的構(gòu)造和使用窺探到中華民族趨吉避害的民俗心理,由此三點充分論證漢字與民俗之間相互影響、相互作用的辯證關(guān)系。 第二部分,分析了對外漢字的教學現(xiàn)狀,提出對外漢字教學中的現(xiàn)實問題,即外國學習者漢字難學的困惑,并提倡在對外漢字教學中導入民俗文化,其積極作用在于：培養(yǎng)學習興趣,提高學習者的識字質(zhì)量和效率；感受漢字的獨特魅力,激起學習者深刻的情感體驗；加速漢語國際推廣,推動中國文化傳播等,從理論上證明民俗文化的滲透導入會對對外漢字教學起到推動作用。 第三部分,解決問題,主要從對外漢語教師、課程設置和漢字教學實踐這三方面提出了應用策略,即：民俗文化教學策略對教師的要求；開設“中國民俗文化”和“漢字文化”課程；利用漢字中蘊含的民俗現(xiàn)象進行漢字教學的相關(guān)策略,其中包括：面向初級學習者利用偏旁部首中的民俗現(xiàn)象進行啟發(fā)教育,以及面向中、高級學生時,教師應主動挖掘延伸相關(guān)的民俗文化。
[Abstract]:With the rapid and steady development of Chinese economy and the continuous improvement of international political status, more and more foreigners come to China to learn Chinese, and the popularity of international Chinese continues to heat up. As an important part of teaching Chinese as a foreign language, Chinese character teaching is facing new problems in the heated Chinese language teaching. As a kind of ideographic characters, Chinese characters are influenced by cultural factors in the process of creation, development and evolution. This influence is contained in Chinese characters and reflects the unique customs, ideas and psychology of the Han nationality. Therefore, Chinese characters are not only a kind of characters, but also a special part of Chinese culture, with the function of carrying and spreading culture, carrying a large amount of cultural information. Writing is the carrier of traditional culture, folklore is a deposition of heritage culture. Chinese characters, as ideographic characters, are very different from phonetic characters in nature, so they also create some obstacles for foreign learners to learn Chinese. However, if teachers of Chinese as a foreign language teach Chinese characters as a foreign language from the perspective of folklore, they can not only cultivate students' interest in learning Chinese characters, but also enable students to master the folk culture of our country and improve the efficiency of learning Chinese characters. Better cross-cultural communication. The main content of this paper is divided into three parts. The first part, starting with the discussion of the relationship between Chinese characters and folklore, explains the concept of folklore, expounds the cultural ownership of Chinese characters, and begins with the custom of worship of nature, the custom of marriage, and the social production of Chinese characters. The four aspects of agricultural production and life expound the great influence of folk culture on the creation and development of Chinese characters, and at the same time, from the construction and use of Chinese characters, they probe into the folklore psychology of the Chinese nation seeking happiness and avoiding harm. The dialectical relationship between Chinese characters and folklore is fully demonstrated. The second part analyzes the present situation of the teaching of foreign Chinese characters, puts forward the practical problems in the teaching of foreign Chinese characters, that is, the puzzlement of foreign learners' learning of Chinese characters, and advocates the introduction of folk culture in the teaching of foreign Chinese characters. Its positive effects are: fostering learning interest, improving learners' literacy quality and efficiency, feeling the unique charm of Chinese characters, arousing learners' profound emotional experience, accelerating the international popularization of Chinese language, promoting the spread of Chinese culture, etc. Theoretically, it is proved that the penetration and introduction of folk culture will promote the teaching of Chinese characters in foreign countries. The third part, to solve the problem, mainly from the teachers of Chinese as a foreign language, curriculum and Chinese character teaching practice of the three aspects of the application strategy, namely: folk culture teaching strategy for teachers; Offering the courses of "Chinese folklore culture" and "Chinese character culture", making use of the folklore phenomenon in Chinese characters to carry on the relevant strategy of Chinese character teaching, including: for the primary learners to take advantage of the folk custom phenomenon in the side radical to carry on the enlightening education, And for middle and senior students, teachers should actively explore the extension of the relevant folk culture.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：1880938