現(xiàn)代漢語常用字形近字研究
發(fā)布時(shí)間：2018-07-23 13:54
【摘要】：近二十年來關(guān)于現(xiàn)代漢字形近字的研究比較多見，主要就漢字本體和應(yīng)用兩方面對(duì)形近字的定義、形成原因、類型和識(shí)別方法進(jìn)行了一系列研究，取得了一定的成果。但是，，將常用的形近字進(jìn)行細(xì)致的分類統(tǒng)計(jì)還不多，特別是應(yīng)用研究成果，對(duì)對(duì)外漢語形近字教學(xué)提出科學(xué)建議的較少。 對(duì)外漢字教學(xué)與我國(guó)小學(xué)識(shí)字教學(xué)內(nèi)容都是現(xiàn)代規(guī)范漢字，都以《現(xiàn)代漢語常用字表》為準(zhǔn)，本文在綜述前人關(guān)于形近字研究方面取得的成果的基礎(chǔ)上，從《現(xiàn)代漢語常用字表》中的3500個(gè)常用漢字入手，借鑒現(xiàn)代漢字構(gòu)形學(xué)理論，運(yùn)用理論與實(shí)際相結(jié)合、字表分析與調(diào)查測(cè)試相結(jié)合、第一語言學(xué)習(xí)者與第二語言學(xué)習(xí)者橫向比較與縱向比較相結(jié)合等方法，對(duì)《現(xiàn)代漢語常用字表》中形近字的類型、形成原因進(jìn)行歸納、分析，對(duì)小學(xué)生與留學(xué)生形近字錯(cuò)誤情況進(jìn)行比較，提出具體的形近字教學(xué)策略。 本文除引言和結(jié)語外，由四部分組成：第一部分為《現(xiàn)代漢語常用字表》中形近字的統(tǒng)計(jì)及分類。先確定形近字的標(biāo)準(zhǔn)，然后將3500個(gè)常用漢字分為獨(dú)體形近字與合體形近字兩大類，獨(dú)體形近字從筆畫數(shù)、筆形、筆畫組合關(guān)系、筆畫位置四個(gè)方面來辨析，統(tǒng)計(jì)得到74組獨(dú)體形近字；合體形近字從部件的形體、部件的數(shù)量、部件的位置三個(gè)方面來辨析，統(tǒng)計(jì)得到215組形近字。第二部分以統(tǒng)計(jì)的289組形近字為依據(jù)，歸納出造字方法、漢字演進(jìn)、現(xiàn)代簡(jiǎn)化三種產(chǎn)生形近字的原因；第三部分通過測(cè)試的形式對(duì)小學(xué)生與留學(xué)生形近字錯(cuò)誤情況進(jìn)行調(diào)查，發(fā)現(xiàn)二者在漢字認(rèn)知過程方面都遵循從字音到字義等相似的規(guī)律，但是在漢語基礎(chǔ)、學(xué)習(xí)目標(biāo)、現(xiàn)實(shí)條件上還有很多差異；第四部分在統(tǒng)計(jì)與測(cè)試基礎(chǔ)上，從教師、學(xué)生、教材三個(gè)角度提出合理的教學(xué)設(shè)想，教師要充分運(yùn)用字理教學(xué)、情境教學(xué)、歸納對(duì)比等方法進(jìn)行形近字教學(xué)，學(xué)生也要在學(xué)習(xí)中自覺運(yùn)用歸納策略、筆畫策略、音義策略加強(qiáng)形近字的識(shí)記，教材要在引入形近字教學(xué)的時(shí)間、練習(xí)等方面合理編排。 《現(xiàn)代漢語常用字表》所收錄的3500常用漢字是我們?nèi)粘Ｉ钪谐霈F(xiàn)頻率較高的漢字，通過對(duì)該字表中形近字的整理，對(duì)于小學(xué)生與留學(xué)生準(zhǔn)確使用漢字，提高交際能力具有實(shí)用價(jià)值，同時(shí)，借鑒小學(xué)識(shí)字教學(xué)中較為成熟的形近字教學(xué)思路，為留學(xué)生的形近字教學(xué)提供有效的依據(jù)，促進(jìn)留學(xué)生漢字認(rèn)知水平的提高。
[Abstract]:In the past twenty years, there have been many researches on the near characters of modern Chinese characters, mainly on the definition, causes, types and recognition methods of the Chinese characters from the aspects of the ontology and application of Chinese characters, and some achievements have been made. However, there are few detailed classification statistics on the commonly used Chinese characters, especially on the application of research results, so that scientific suggestions are put forward for teaching Chinese characters as a foreign language. The contents of Chinese character teaching in foreign countries and in Chinese primary school are both modern standard Chinese characters, both of which are based on the list of frequently used characters in Modern Chinese. This paper summarizes the achievements made by the predecessors in the field of the study of Chinese characters. Starting with 3500 commonly used Chinese characters in Modern Chinese character list, drawing lessons from modern Chinese character configuration theory, combining theory with practice, combining word table analysis with investigation and testing, Combining the horizontal and vertical comparison between the first language learners and the second language learners, this paper sums up and analyzes the types and reasons for the formation of the near and middle characters in the list of frequently used words in Modern Chinese. This paper compares the errors between pupils and foreign students, and puts forward some teaching strategies. In addition to the introduction and conclusion, this paper is composed of four parts: the first part is the statistics and classification of the near and middle characters in the list of Common characters in Modern Chinese. First of all, the standard of the character is determined, and then 3500 commonly used Chinese characters are divided into two categories: the near character of the single shape and the near character of the conjoint form. The character of the form of the single shape is distinguished from four aspects: the number of strokes, the shape of the stroke, the relationship between the strokes and strokes, and the position of the stroke. A total of 74 groups of monomorphic near characters are obtained, and 215 groups of close characters are obtained from three aspects: the shape of the component, the quantity of the component and the position of the component. The second part, based on 289 groups of Chinese characters, concludes the reasons for the formation of Chinese characters, the evolution of Chinese characters and the simplification of modern characters. It is found that both of them follow similar rules in the cognitive process of Chinese characters, but there are still many differences in the basis of Chinese language, learning goals and realistic conditions. The fourth part is based on statistics and tests, from teachers to students. This paper puts forward reasonable teaching ideas from three angles: teachers should make full use of the methods of word teaching, situational teaching, induction and contrast, and students should consciously use inductive strategies and stroke strategies in their study. The phonetics strategy strengthens the memorization of the form and the near character, and the teaching material should introduce the time of the teaching of the form and the near character. The 3500 commonly used Chinese characters which are included in the list of frequently used words in Modern Chinese are the Chinese characters which appear frequently in our daily life. It is of practical value for pupils and foreign students to use Chinese characters accurately and improve their communicative competence. At the same time, it can provide an effective basis for the teaching of Chinese characters by using for reference the more mature teaching ideas of Chinese characters in primary school literacy teaching. To promote the improvement of Chinese characters cognition level of foreign students.
【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)】：H123
[Abstract]:In the past twenty years, there have been many researches on the near characters of modern Chinese characters, mainly on the definition, causes, types and recognition methods of the Chinese characters from the aspects of the ontology and application of Chinese characters, and some achievements have been made. However, there are few detailed classification statistics on the commonly used Chinese characters, especially on the application of research results, so that scientific suggestions are put forward for teaching Chinese characters as a foreign language. The contents of Chinese character teaching in foreign countries and in Chinese primary school are both modern standard Chinese characters, both of which are based on the list of frequently used characters in Modern Chinese. This paper summarizes the achievements made by the predecessors in the field of the study of Chinese characters. Starting with 3500 commonly used Chinese characters in Modern Chinese character list, drawing lessons from modern Chinese character configuration theory, combining theory with practice, combining word table analysis with investigation and testing, Combining the horizontal and vertical comparison between the first language learners and the second language learners, this paper sums up and analyzes the types and reasons for the formation of the near and middle characters in the list of frequently used words in Modern Chinese. This paper compares the errors between pupils and foreign students, and puts forward some teaching strategies. In addition to the introduction and conclusion, this paper is composed of four parts: the first part is the statistics and classification of the near and middle characters in the list of Common characters in Modern Chinese. First of all, the standard of the character is determined, and then 3500 commonly used Chinese characters are divided into two categories: the near character of the single shape and the near character of the conjoint form. The character of the form of the single shape is distinguished from four aspects: the number of strokes, the shape of the stroke, the relationship between the strokes and strokes, and the position of the stroke. A total of 74 groups of monomorphic near characters are obtained, and 215 groups of close characters are obtained from three aspects: the shape of the component, the quantity of the component and the position of the component. The second part, based on 289 groups of Chinese characters, concludes the reasons for the formation of Chinese characters, the evolution of Chinese characters and the simplification of modern characters. It is found that both of them follow similar rules in the cognitive process of Chinese characters, but there are still many differences in the basis of Chinese language, learning goals and realistic conditions. The fourth part is based on statistics and tests, from teachers to students. This paper puts forward reasonable teaching ideas from three angles: teachers should make full use of the methods of word teaching, situational teaching, induction and contrast, and students should consciously use inductive strategies and stroke strategies in their study. The phonetics strategy strengthens the memorization of the form and the near character, and the teaching material should introduce the time of the teaching of the form and the near character. The 3500 commonly used Chinese characters which are included in the list of frequently used words in Modern Chinese are the Chinese characters which appear frequently in our daily life. It is of practical value for pupils and foreign students to use Chinese characters accurately and improve their communicative competence. At the same time, it can provide an effective basis for the teaching of Chinese characters by using for reference the more mature teaching ideas of Chinese characters in primary school literacy teaching. To promote the improvement of Chinese characters cognition level of foreign students.
【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)】：H123
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