發(fā)布時(shí)間：2018-06-07 12:29

  本文選題：零起點(diǎn) + 商務(wù)漢語(yǔ)�。� 參考：《遼寧師范大學(xué)》2012年碩士論文

【摘要】：商務(wù)漢語(yǔ)教學(xué)作為對(duì)外漢語(yǔ)教學(xué)的一門分支學(xué)科，隨著經(jīng)濟(jì)、社會(huì)的快速發(fā)展已然成為需求度最高、發(fā)展速度最快的專業(yè)類漢語(yǔ)教學(xué)，其研究和探索的空間還非常之大。學(xué)術(shù)界內(nèi)對(duì)商務(wù)漢語(yǔ)是否應(yīng)該開設(shè)零起點(diǎn)教學(xué)一直存在著分歧。多數(shù)的學(xué)者認(rèn)為：商務(wù)漢語(yǔ)教學(xué)的專業(yè)性很強(qiáng)，因此必須在進(jìn)行初級(jí)通用漢語(yǔ)教學(xué)之后，學(xué)習(xí)者對(duì)漢語(yǔ)基本的語(yǔ)音、詞匯、語(yǔ)法有了較為扎實(shí)的掌握，才可進(jìn)行商務(wù)漢語(yǔ)教學(xué)。然而，現(xiàn)實(shí)的狀況是：國(guó)內(nèi)外的眾多商務(wù)漢語(yǔ)學(xué)習(xí)者往往具備很少甚至沒(méi)有漢語(yǔ)基礎(chǔ)，且培訓(xùn)時(shí)間較短，不能通過(guò)常規(guī)的對(duì)外漢語(yǔ)教學(xué)來(lái)完成基礎(chǔ)通用漢語(yǔ)的學(xué)習(xí)，但又迫切需要在工作中運(yùn)用商務(wù)漢語(yǔ)進(jìn)行有效的交際。 本文基于對(duì)外漢語(yǔ)教學(xué)理論與第二語(yǔ)言習(xí)得理論等基礎(chǔ)理論，重點(diǎn)運(yùn)用社會(huì)語(yǔ)言學(xué)、經(jīng)濟(jì)語(yǔ)言學(xué)、漢語(yǔ)術(shù)語(yǔ)學(xué)和ESP專門用途英語(yǔ)教學(xué)理論等相關(guān)學(xué)科理論，對(duì)零起點(diǎn)商務(wù)漢語(yǔ)教學(xué)的必要性和特殊性進(jìn)行了較為全面的剖析和研究，同時(shí)運(yùn)用教材評(píng)估理論對(duì)零起點(diǎn)商務(wù)漢語(yǔ)教材的典型個(gè)案進(jìn)行了細(xì)致的介紹與分析。 通過(guò)對(duì)文獻(xiàn)進(jìn)行研究，采用對(duì)比分析的方法，總結(jié)歸納零起點(diǎn)商務(wù)漢語(yǔ)教學(xué)多層面的特殊性，其中包括教學(xué)目的、教學(xué)內(nèi)容、教學(xué)對(duì)象、教學(xué)設(shè)計(jì)和教師素質(zhì)能力等多個(gè)方面。并將零起點(diǎn)商務(wù)漢語(yǔ)教學(xué)的現(xiàn)狀、需求和問(wèn)題加以探討，進(jìn)而通過(guò)對(duì)零起點(diǎn)商務(wù)漢語(yǔ)教材——《經(jīng)理人漢語(yǔ)》（生活篇）上下兩冊(cè)的個(gè)案研究，從實(shí)例的角度，對(duì)已經(jīng)和可能出現(xiàn)的問(wèn)題進(jìn)行回應(yīng)。對(duì)該教材的分析，我們從以下兩個(gè)層面展開：一、教材所涵蓋的話題內(nèi)容；二、教材的編寫體例和安排。其中涉及教材課文內(nèi)容的選擇和編寫、情景設(shè)置、詞匯選擇和編排、語(yǔ)法介入角度、多方面能力培養(yǎng)、模擬練習(xí)以及特色教學(xué)“學(xué)做中國(guó)通”等多方面內(nèi)容，對(duì)教材的內(nèi)容、特點(diǎn)、功能和意義做了全方面的介紹和分析。 通過(guò)對(duì)零起點(diǎn)教學(xué)特殊性和個(gè)案教材《經(jīng)理人漢語(yǔ)》（生活篇）的細(xì)化研究，結(jié)合教學(xué)實(shí)際，我們歸納出零起點(diǎn)商務(wù)漢語(yǔ)教材在內(nèi)容、練習(xí)和系統(tǒng)性三方面的問(wèn)題，進(jìn)而提出建議：一、加強(qiáng)針對(duì)性；二、凸顯特殊性；三、提高趣味性；四、增強(qiáng)實(shí)用性。 本文對(duì)零起點(diǎn)商務(wù)漢語(yǔ)的教學(xué)以及教材的研究，不僅在理論層面和教學(xué)層面具有重要意義，而且正切合著當(dāng)下教學(xué)中對(duì)該領(lǐng)域的迫切而廣泛需求，對(duì)將理論研究與實(shí)際教學(xué)相對(duì)接起到了非常積極的促進(jìn)作用，體現(xiàn)了來(lái)自于教學(xué)、服務(wù)于教學(xué)，進(jìn)而對(duì)今后零起點(diǎn)商務(wù)漢語(yǔ)的課堂教學(xué)和教材編寫提供了一些參考。
[Abstract]:Business Chinese teaching as a branch of teaching Chinese as a foreign language subject, with the rapid development of economy and society has become the highest demand, the fastest development of professional Chinese teaching, its research and exploration space is also very large. There has been disagreement in academic circles about whether business Chinese should be taught from zero-start. Most scholars think that business Chinese teaching is very professional, so it is necessary for the learners to master the basic pronunciation, vocabulary and grammar of Chinese after the primary general Chinese teaching. However, the reality is that many commercial Chinese learners at home and abroad often have little or no basic Chinese language, and the training time is short, so they can not complete the basic general Chinese learning through the routine teaching of Chinese as a foreign language. However, there is an urgent need to use business Chinese for effective communication at work. Based on the theories of teaching Chinese as a foreign language and the theory of second language acquisition, this paper focuses on the theories of sociolinguistics, economic linguistics, Chinese terminology and ESP ESP. This paper makes a comprehensive analysis and research on the necessity and particularity of business Chinese teaching with zero starting point, and introduces and analyzes the typical cases of business Chinese teaching materials with zero starting point by using the theory of textbook evaluation. By studying the literature and adopting the method of contrastive analysis, this paper summarizes and sums up the multi-level particularity of business Chinese teaching from zero starting point, including teaching purpose, teaching content, teaching object, teaching design and teachers' quality ability and so on. This paper discusses the present situation, needs and problems of business Chinese teaching with zero starting point, and then through the case study of the two volumes of Business Chinese Teaching material "Manager Chinese" (life chapter), from the point of view of an example. Respond to existing and possible problems. The analysis of the textbook is carried out from the following two aspects: first, the topics covered by the textbook; secondly, the compilation style and arrangement of the textbook. It involves the selection and compilation of the text content of the textbook, the setting of the situation, the choice and arrangement of the vocabulary, the grammatical intervention angle, the cultivation of various abilities, the simulated exercises and the characteristic teaching of "learn to do China", and so on. Features, functions and significance of the introduction and analysis of all aspects. Through the study of the particularity of zero-starting point teaching and the detailed study of the case textbook "Manager Chinese" (life section), and combining with the teaching practice, we conclude the problems in the content, practice and systematization of the zero-starting point business Chinese teaching material. Then put forward suggestions: first, strengthen pertinence; second, highlight particularity; third, improve interest; fourth, enhance practicability. In this paper, the teaching of business Chinese from zero starting point and the study of teaching materials are of great significance not only in theory and teaching, but also in accordance with the urgent and extensive needs of this field in current teaching. It has played a very positive role in connecting the theoretical research with the practical teaching. It has reflected that it comes from teaching, serves for teaching, and then provides some references for the teaching of business Chinese from zero starting point in the future and the compilation of teaching materials.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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