本文選題：思維差異 + 課堂提問　； 參考：《陜西師范大學》2012年碩士論文

【摘要】：本文分析了中西方的思維差異,進而運用語言學、偏誤分析、跨文化交際等理論,分析這種差異對對外漢語課堂提問產生的影響。 偏誤分析理論是第二語言教學的重要理論,它是對對比分析理論的繼承和發(fā)展。與對比分析相比較,偏誤分析又有自己獨特的優(yōu)勢,本文利用該理論分析了中西方思維差異對對外漢語課堂提問的影響；但是偏誤分析也存在自身的缺點,比如：如果只分析偏誤,容易忽視對正確習得的分析,導致研究的片面性,所以本文為了減少分析結論的片面性與誤差,不僅分析了偏誤,還對正確習得進行了簡要研究。 本文的研究過程如下：首先,通過問卷、訪談、課堂錄音等方式收集中國學生語料與西方留學生語料,其中收回中國學生有效問卷50份,西方留學生有效問卷48份,對外漢語課堂實錄23課時,訪談若干；其次,對問卷、訪談語料做定量、定性的分析,對于課堂錄音資料,利用偏誤分析理論、跨文化交際理論等進行偏誤分析、正確習得分析,據此得出中西方思維差異對對外漢語課堂提問的影響,進而上升到對整個對外漢語教學的影響；然后,根據分析結論,本文對對外漢語教師、教材、學生提出了自己的一些建議,以對漢語作為第二語言教學盡自己的綿薄之力。 本文主要分析了以下中西方思維差異對對外漢語課堂提問的影響：一是中國人按照關系分類的傾向,與西方人按照認知科學的范疇分類的傾向,這兩者的差異對對外漢語課堂提問的影響；二是中西方整體性與個體性思維差異,以及由此引申的思維差異對對外漢語課堂提問的影響；三是二元統(tǒng)一與二元對立的思維差異對對外漢語課堂提問的影響；四是倫理型思維方式與認知型思維方式的差異對對外漢語課堂提問的影響。這些影響主要表現(xiàn)在以下幾個方面：一是對發(fā)問內容的影響：二是對發(fā)問方式的影響；三是對問題理解的影響：四是對問題回答的影響。 由于對語料的分析會存在誤差,再則,中西方思維差異屬于社會心理學范圍,雖然筆者閱讀了大量相關書籍,但畢竟不是科班出身,這些都會對本文的研究產生影響,使本文所得的結論有一定誤差,請各位老師同學雅正。
[Abstract]:This paper analyzes the differences in thinking between China and the West, and then uses the theories of linguistics, error analysis and cross-cultural communication to analyze the influence of these differences on the questioning of TCSL. The theory of bias analysis is an important theory in second language teaching, which inherits and develops the theory of contrastive analysis. Compared with the comparative analysis, error analysis has its own unique advantages. This paper uses this theory to analyze the influence of the difference of thinking between China and the West on the questioning in TCFL classroom, but the error analysis also has its own shortcomings. For example, if we only analyze errors, it is easy to ignore the analysis of correct acquisition, which leads to the one-sidedness of the research. In order to reduce the one-sidedness and error of the analysis conclusion, this paper not only analyzes the errors, but also makes a brief study on the correct acquisition. The research process of this paper is as follows: firstly, the Chinese students' corpus and the western students' corpus are collected by questionnaire, interview, classroom recording and so on. Among them, 50 valid questionnaires of Chinese students and 48 valid questionnaires of western students are collected. Secondly, the questionnaire and interview corpus are analyzed quantitatively and qualitatively. For classroom recording materials, error analysis theory and cross-cultural communication theory are used to analyze the errors. According to the analysis of correct acquisition, the author draws the conclusion that the difference of thinking between China and the West affects the questioning of TCFL, and then rises to the influence of TCFL as a whole. Then, according to the conclusion of the analysis, this paper gives a conclusion to the TCFL teachers, textbooks, The students put forward some suggestions to do their best in the teaching of Chinese as a second language. This paper mainly analyzes the influence of Chinese and Western thinking differences on questioning in TCFL classroom. First, the tendency of Chinese to classify according to relationship and the tendency of westerners to classify according to the category of cognitive science. The influence of the two differences on the questioning of TCSL, the difference between Chinese and Western holistic thinking and individual thinking, and the influence of the resulting differences on TCSL classroom questioning; The third is the influence of the thinking difference between the binary unity and the binary opposites on the questioning in TCFL, and the fourth is the influence of the difference between ethical thinking mode and cognitive thinking mode on the TCFL classroom questioning. These effects are mainly reflected in the following aspects: first, the impact on the content of the question; second, the impact on the way of questioning; third, the impact on the understanding of the question; and (4) the influence on the answer to the question. Since there will be errors in the analysis of the corpus, the differences in thinking between China and the West belong to the scope of social psychology. Although the author has read a lot of relevant books, after all, he is not a professional student, all of which will have an impact on the research of this paper. So that there is a certain error in the conclusion of this paper, please teachers and students Ya Zheng.
【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：1967056