本文選題：非漢字文化圈 + 拼音文字�。� 參考：《山東大學》2012年碩士論文

【摘要】：對于外國留學生來說,除了漢語聽力、口語、寫作等,漢字也始終是他們學習的一大難點。因此如何幫助他們有效地排除這一學習障礙,成為我們教學者必須關注的問題和重要教學任務之一。在對外漢字教學中,一般常見的漢字教學法有：筆畫筆順操練法；六書部首解析法；形象聯(lián)想記憶術；以及基于以上方法的漢字游戲。通過多年的教學實踐證明,這些教學法的確都具有可行性和一定的教學效果,但同時在運用時也有一定的局限性。隨著“部件核心”理論的提出,部分教學者逐漸發(fā)現(xiàn)“部件核心”教學似乎更優(yōu)于以往的漢字教學方法。其中,儲誠志的“部件核心織網(wǎng)法”讓“部件核心”理論體現(xiàn)在了實際漢字教學當中。 非漢字文化圈的零起點留學生是一群特殊的群體,無論在中國學習的專業(yè)是什么,漢語作為他們在中國學習和生活的重要語言工具,已成為必須認真對待并且要花費很多時間去學習的必修科目。又因為這類學生相對于日韓學生來說,他們的母語與漢語迥然不同,在漢字學習中,必須從頭認識漢字的特殊結(jié)構(gòu)和組成部分,這就給他們學習漢語,尤其是漢字,設置了一個很大的障礙。教學當中,如果我們的教學者不能制定一個有效、有趣的教學方法,反而會增加這類學生對于漢字學習的排斥和抵觸心理。所以在有限的學習時間內(nèi),針對這類學生,選擇一個正確、恰當?shù)臐h字教學方法,并加以趣味性化,在學習中激發(fā)學生學習漢字的積極性和學習熱情,會得到事半功倍的教學效果。 在長期對外漢字教學中,我們的教學者已經(jīng)通過探索和實踐,總結(jié)出了很多趣味性的漢字教學方法,例如：看圖識字、猜字謎、故事識字等,但多是基于“筆畫筆順操練法”或者“六書部首分析法”等。適合于“部件核心”教學理論的趣味性教學法的相關探索和實踐卻甚少。 本文將借鑒儲誠志的“部件核心織網(wǎng)法”,結(jié)合趣味性教學理論,針對非漢字文化圈的零起點留學生,進行趣味性漢字教學的教學設想和設計。儲誠志的“部件核心織網(wǎng)法”雖有相關的研究和教學實踐,但未把教學階段細分化。在本文中,因教學對象的特殊性,將把面向非漢字文化圈零起點留學生的初級漢字教學過程細分為初期、中期以及末期,針對不同的漢字學習和教學階段,進行趣味性的漢字教學研究和初步設想,進而進行教案設計。
[Abstract]:For foreign students, besides listening, speaking and writing, Chinese characters are always a difficulty in their study. Therefore, how to help them to effectively eliminate this learning barrier has become one of the important teaching tasks and problems we teachers must pay attention to. In the teaching of external Chinese characters, the common teaching methods of Chinese characters are as follows: the method of stroke order practice, the method of interpretation of six books' radical, the technique of image associative memory, and the Chinese character game based on the above methods. Through many years of teaching practice, it is proved that these teaching methods are feasible and have certain teaching effect, but at the same time, there are some limitations in their application. With the development of the theory of "component core", some teachers gradually find that the teaching of "component core" seems to be better than the traditional Chinese character teaching method. Among them, "component core weaving method" made the "component core" theory embodied in practical Chinese character teaching. Students from zero starting point in the non-Chinese cultural circle are a special group. No matter what their major is in China, Chinese is an important language tool for their study and life in China. It has become a compulsory subject that must be taken seriously and that takes a lot of time to learn. And because such students are very different from Japanese and Korean students in their mother tongue and Chinese, they must learn the special structure and components of Chinese characters from the beginning, which gives them the ability to learn Chinese, especially Chinese characters. A big obstacle has been set up. In teaching, if our teachers can not formulate an effective and interesting teaching method, it will increase the students' rejection and resistance to the learning of Chinese characters. So in the limited study time, for this kind of students, we should choose a correct and appropriate teaching method of Chinese characters, and make it interesting to stimulate the enthusiasm and enthusiasm of students in learning Chinese characters. Will get twice the teaching results with half the effort. In the long-term teaching of Chinese characters to foreign countries, our teachers have summed up many interesting teaching methods of Chinese characters through exploration and practice, such as reading pictures, guessing puzzles, reading stories, and so on. But it is mostly based on the stroke straightening method or the six-book radical analysis method and so on. However, the relevant exploration and practice of interesting teaching method suitable for the teaching theory of "component core" are few. This article will draw lessons from Chu Chengzhi's "component core weaving method", combine the interesting teaching theory, aiming at the non-Chinese character culture circle's zero starting point foreign student, carry on the interesting Chinese character teaching idea and the design. Although there are related research and teaching practice in "component core weaving method", it does not divide the teaching stage into details. In this paper, because of the particularity of the teaching object, the primary Chinese character teaching process for the students with zero starting point in the non-Chinese character cultural circle will be subdivided into the initial, middle and final stages, aiming at the different learning and teaching stages of Chinese characters. Carry on the interesting Chinese character teaching research and preliminary assumption, then carry on the teaching plan design.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195.3

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本文編號：1967603