本文選題：初級(jí)階段 + 漢字部件頻率��； 參考：《重慶師范大學(xué)》2012年碩士論文

【摘要】：本文以對(duì)外漢語(yǔ)教材中四本初級(jí)階段常用教材為語(yǔ)料來(lái)源，以四本教材當(dāng)中出現(xiàn)的漢字作為研究對(duì)象，從學(xué)習(xí)者認(rèn)知心理特點(diǎn)的角度及認(rèn)知學(xué)相關(guān)理論的角度對(duì)漢字進(jìn)行部件拆分，最后得出“初級(jí)階段漢字部件頻率例表”并對(duì)這個(gè)表的使用法進(jìn)行初步探索。 首先對(duì)四本教材當(dāng)中的漢字進(jìn)行統(tǒng)計(jì)整理，找出它們分別在《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》和《漢語(yǔ)國(guó)際教育用音節(jié)漢字詞匯等級(jí)劃分》中的等級(jí)劃分，并統(tǒng)計(jì)每個(gè)漢字在四本教材中的出現(xiàn)頻率，然后得出了“初級(jí)階段漢字頻率例表”并對(duì)其進(jìn)行分析說(shuō)明。其次在“初級(jí)階段漢字頻率例表”的基礎(chǔ)上，以認(rèn)知學(xué)中整體與部分的關(guān)系為理論支撐，以整體與部分關(guān)系之間的守恒關(guān)系—加和性、非加和性和整體結(jié)合力的大小為參照標(biāo)準(zhǔn)，對(duì)所有漢字進(jìn)行部件拆分，通過(guò)語(yǔ)音表征、語(yǔ)義表征及符號(hào)表征來(lái)尋找部件和整字之間的關(guān)系，得出“初級(jí)階段漢字拆分例表”，并對(duì)其數(shù)據(jù)進(jìn)行量和質(zhì)的統(tǒng)計(jì)分析。最后在“初級(jí)階段漢字部件拆分例表”的基礎(chǔ)上，將出現(xiàn)頻率為3、4的定義為高頻漢字，出現(xiàn)頻率為1、2的定義為低頻漢字，從高頻和低頻兩個(gè)層次，分別對(duì)語(yǔ)音表征、語(yǔ)義表征和符號(hào)表征進(jìn)行整理、合并，不僅統(tǒng)計(jì)出每個(gè)部件的出現(xiàn)頻率，還對(duì)其成字不成字進(jìn)行考察，得出了“初級(jí)階段漢字部件頻率例表”，通過(guò)此表可以清楚地看到對(duì)外漢字教學(xué)當(dāng)中語(yǔ)音部件、語(yǔ)義部件和符號(hào)部件的數(shù)量及其所占比例，同時(shí)也可以知道哪些部件充當(dāng)語(yǔ)音部件、哪些充當(dāng)語(yǔ)義部件、哪些是符號(hào)部件，哪些部件既可以充當(dāng)語(yǔ)音部件又可以充當(dāng)語(yǔ)義部件還可以充當(dāng)符號(hào)部件，以及它們分別出現(xiàn)的頻率。本文還對(duì)“初級(jí)階段漢字部件頻率例表”的使用方法進(jìn)行初步探索，從初級(jí)階段留學(xué)生認(rèn)知理論的特點(diǎn)，，結(jié)合認(rèn)知理論的相關(guān)結(jié)論總結(jié)出應(yīng)該遵循的一些基本原則，以及教學(xué)過(guò)程中的具體使用方法。 “初級(jí)階段漢字部件頻率例表”的生成，不僅克服了先前關(guān)于部件統(tǒng)計(jì)結(jié)果的眾說(shuō)不一的不足，而且有針對(duì)性地統(tǒng)計(jì)出部件的頻率，從一個(gè)全新的視角來(lái)對(duì)部件教學(xué)法進(jìn)行探索，因此具有一定的使用價(jià)值，對(duì)漢字教學(xué)具有比較深遠(yuǎn)的影響和參考意義。
[Abstract]:This paper takes the four textbooks commonly used in the primary stage as the source of the corpus, and takes the Chinese characters in the four textbooks as the research object. From the point of view of learners' cognitive psychological characteristics and cognitive theory, the Chinese characters are divided into parts. Finally, the "Chinese character component frequency table in the primary stage" is obtained and the method of using this table is explored preliminarily. First of all, the Chinese characters in the four textbooks are statistically sorted out to find out their classification in the outline of Chinese level Vocabulary and Chinese character Grade, and in the Classification of syllabic Chinese Vocabulary for Chinese International Education. The frequency of each Chinese character in the four textbooks is counted, and then an example table of the Chinese character frequency in the primary stage is obtained and analyzed. Secondly, on the basis of "the examples of Chinese character Frequency in the Primary stage", the relationship between the whole and the part in cognitive science is taken as the theoretical support, and the conservation relationship between the whole and the part is taken as the summation. The non-additive property and the size of the whole binding force are used as the reference standards, all Chinese characters are separated by parts. The relationship between the components and the whole character is found by phonetic representation, semantic representation and symbolic representation, and the "example table of Chinese character splitting in the primary stage" is obtained. And carry on the quantity and the qualitative statistical analysis to its data. Finally, on the basis of the "Chinese character component splitting example Table in the Primary stage", the paper defines the occurrence frequency as high frequency Chinese character, and the occurrence frequency as low frequency Chinese character. From the two levels of high frequency and low frequency, the speech is represented, respectively. Semantic representation and symbolic representation are arranged, combined, not only to calculate the frequency of each component, but also to investigate the character failure, and to obtain the "Chinese character component frequency table at the primary stage". Through this table, we can clearly see the number and proportion of phonetic components, semantic components and symbolic components in the teaching of foreign Chinese characters, and at the same time, we can also know which parts act as phonetic components and which serve as semantic components. Which are symbolic components, which can act as both voice and semantic components, as well as symbolic components, and the frequency at which they appear separately. This paper also makes a preliminary exploration on the use of the "Chinese character component Frequency Table in the Primary stage", and summarizes some basic principles to be followed from the characteristics of the cognitive theory of foreign students in the primary stage, combined with the relevant conclusions of the cognitive theory. And the specific use of the teaching process. The generation of "Frequency examples of Chinese character components in the Primary stage" not only overcomes the shortcomings of previous opinions on the statistical results of components, but also calculates the frequency of components in a targeted manner. From a new perspective to explore the teaching method of components, so it has a certain value of use, and has a profound impact on the teaching of Chinese characters and reference significance.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 李思霖;《五色土》教學(xué)設(shè)計(jì)[D];吉林大學(xué);2012年

本文編號(hào)：1910475