本文選題：高級漢語口語教材 + 教材編寫��； 參考：《浙江師范大學》2012年碩士論文

【摘要】：本文選取了兩部高級漢語口語教材——《大家說漢語——高級漢語口語》(李叢、李先銀編著,北京大學出版社)和《高級漢語口語》(第二版,劉元滿、任雪梅、金舒年編著,北京大學出版社)作為研究對象,主要是對這兩部高級漢語口語教材進行了調(diào)查并就其編寫方面的不足提出了相應(yīng)的對策。本文一共分為三個部分： 第一部分引言,討論了高級口語教材研究的現(xiàn)狀、本文研究對象及研究方法。 目前高級口語教材數(shù)目、品種很多,但是在實際教學中能夠充分體現(xiàn)教材優(yōu)勢的經(jīng)典教材數(shù)量有限。并且,目前對于高級漢語口語課文的專項研究幾乎是空白。本文采用對教材數(shù)據(jù)統(tǒng)計分析和設(shè)計調(diào)查問卷的研究方法對《大家說漢語——高級漢語口語》和《高級漢語口語》(第二版)兩部教材進行調(diào)查并提出編寫對策。 第二部分,這部分是論文的主體部分,本文以兩部教材為例,統(tǒng)計分析了教材的課文編排、話題選擇、生詞和課后練習編排,根據(jù)兩部教材的實際情況,指出在課文形式上,兩部教材對話體和敘述體都有,但是獨白類型的顯然較少；在課文話題上的選擇還存在一些問題,如教材選取的話題比較寬泛,針對性不強,實用性不強；此外,在課文詞匯、短語的注釋使用何種語種也是一個問題,特別是《大家說漢語——高級漢語口語》一書的詞匯注釋全部采用英語語種,單純使用英語語種注釋的方法有待商榷,對于這些問題,筆者相應(yīng)地提出了對策。 第三部分：結(jié)語。好的教材對教學有指引功能：不僅能優(yōu)化課堂教學過程,更能較好地實現(xiàn)教學目的,因此,對現(xiàn)存的高級漢語口語教材進行調(diào)查分析,并以此來發(fā)現(xiàn)教材編寫上的不足并相應(yīng)地提出建議和對策,非常有必要。
[Abstract]:This paper selects two advanced spoken Chinese textbooks, spoken Chinese by everyone-spoken Chinese at an advanced level (Li Cong, Li Xianyin, Peking University Press) and spoken Chinese at an advanced level (2nd Edition, Liu Yuanman, Ren Xuemei, Jin Shunian, edited by Li Cong, Li Xianyin, Peking University Press). As the object of study, the author mainly investigates the two advanced spoken Chinese textbooks and puts forward some countermeasures for their shortcomings. This paper is divided into three parts: the first part is the introduction, discusses the current situation of advanced oral teaching materials research, research object and research methods. At present, there are many kinds of advanced oral teaching materials, but the number of classical textbooks which can fully reflect the advantages of teaching materials is limited in actual teaching. Moreover, the special research on the advanced spoken Chinese text is almost blank. In this paper, the statistical analysis of textbook data and the design of questionnaire are used to investigate the two textbooks "spoken Chinese -Advanced spoken Chinese" and "Advanced spoken Chinese" (2nd Edition) and put forward some suggestions for compiling them. The second part, this part is the main part of the paper, taking two textbooks as an example, this paper statistically analyzes the text arrangement, topic selection, new words and after-class exercises arrangement. According to the actual situation of the two textbooks, the paper points out the form of the text. The two textbooks have dialogue body and narration style, but there are few monologue types. There are still some problems in the choice of text topic, such as broad topic, weak pertinence and weak practicability. In addition, in the text vocabulary, there are still some problems in the choice of text topic, such as the topic of the textbook is relatively broad, the pertinence is not strong, and the practicality is not strong. It is also a question of which language to use in the annotation of phrases. In particular, the lexical notes in the book "speak Chinese-spoken Chinese at an Advanced level" are all in English. The method of simply using English to annotate is open to question. The author puts forward countermeasures accordingly. The third part: conclusion. Good teaching materials have the guiding function to teaching: not only can optimize the classroom teaching process, but also can better achieve the purpose of teaching, therefore, the existing advanced spoken Chinese teaching materials are investigated and analyzed. It is very necessary to find out the deficiency in the compilation of teaching materials and put forward suggestions and countermeasures accordingly.
【學位授予單位】：浙江師范大學
【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：2096898