在漢語教學(xué)中中國(guó)印尼文化沖突克服策略
發(fā)布時(shí)間：2018-07-29 18:49
【摘要】：在跨國(guó)文化交際中體現(xiàn)出文化沖突的含義，而印尼則是一個(gè)千島國(guó)家，有著不同的民族和宗教信仰，在國(guó)情與習(xí)俗等方面與中國(guó)都存在著差異，所以在漢語教學(xué)中，不同文化的交際常常阻礙著對(duì)中國(guó)漢語的學(xué)習(xí)，所以本文通過漢語教學(xué)中，中國(guó)印尼文化沖突克服策略，試圖從中找到一樣針對(duì)學(xué)習(xí)中國(guó)語言更好的途徑和方法。 本文主要從印度尼西亞文化的特殊現(xiàn)象入手，通過漢語教學(xué)，使教師能夠理解和掌握漢語教學(xué)法與跨文化交際的聯(lián)系、目的、任務(wù)、教學(xué)偏誤、教學(xué)實(shí)踐、教學(xué)方法等其他因素，進(jìn)行了全面論述，從不同角度對(duì)漢語教學(xué)與文化沖突的問題，做出深刻的思考。通過掌握印度尼西亞的文化情況，運(yùn)用漢語教學(xué)跨文化交際，從中使得教師在課堂教學(xué)中針對(duì)問題本身，選擇行之有效的教學(xué)法，從而解決在教學(xué)過程中遇到的文化沖突等其他方面的問題。因此在第三章，筆者陳述了，關(guān)于在漢語教學(xué)中，存在著中國(guó)印尼文化的沖突。其中，漢語教學(xué)的宗教文化沖突在印尼漢語教學(xué)中不可忽視。印尼人都有著宗教信仰，其中：生活習(xí)慣、思維方式、服飾及飲食習(xí)俗等都按照宗教信仰。文化不同的情況在漢語教學(xué)中能影響學(xué)習(xí)者，從而產(chǎn)生一些對(duì)陌生文化沖突的現(xiàn)象。除此之外，教師還需要注意母語和目的語的習(xí)俗文化沖突和社會(huì)文化沖突，這是漢語教學(xué)中有效的方法之一。 最終，筆者解釋漢語教學(xué)法與中國(guó)印尼文化沖突克服策略。其中有對(duì)比教學(xué)法、文化分析法、多媒體教學(xué)法、歌曲教學(xué)法、問題教學(xué)法和現(xiàn)場(chǎng)參觀教學(xué)法。對(duì)比教學(xué)法是提高學(xué)習(xí)者的語感，注意文化詞匯的內(nèi)涵。文化分析法是如何解釋漢語文化詞匯與文化知識(shí)的關(guān)系，通過文化分析法使教師引導(dǎo)學(xué)習(xí)者如何面對(duì)不同的文化背景和思維方式。提高學(xué)習(xí)者的感性認(rèn)識(shí)，引發(fā)興趣。激發(fā)思維是多媒體教學(xué)法的目的。隨著世界技術(shù)的發(fā)展，而漢語日益國(guó)際化的發(fā)展，使用的多媒體頻率越來越高。在漢語教學(xué)實(shí)踐中，多媒體教學(xué)法被證明是語言教學(xué)中很好的方法之一。歌曲教學(xué)法能重視學(xué)習(xí)者的興趣、與自我、與他人、與社會(huì)、提高學(xué)習(xí)者的個(gè)性發(fā)展等。另外，歌曲教學(xué)法是綜合教語言和表演來了解目的語的藝術(shù)和掌握語言技能，而且能分析樂句和愉快氣氛。問題教學(xué)法是以學(xué)習(xí)者為本，有自由性，培養(yǎng)學(xué)習(xí)者的動(dòng)機(jī)，，讓學(xué)習(xí)者的創(chuàng)造性發(fā)揮出來，繼而使學(xué)習(xí)者的智慧思維方式能持續(xù)的發(fā)展�，F(xiàn)場(chǎng)參觀教學(xué)法是讓學(xué)習(xí)者獲得直觀的親身體驗(yàn)。在現(xiàn)場(chǎng)和教師的指導(dǎo)下學(xué)習(xí)者能夠熟練用漢語溝通。現(xiàn)場(chǎng)參觀教學(xué)法還有創(chuàng)造性，由于在印尼漢語環(huán)境有局限，所以教師在課堂上也能創(chuàng)設(shè)漢語氣氛和中國(guó)情況。 總之，上述解釋的教學(xué)法，既能提高學(xué)習(xí)者的漢語水平、激發(fā)學(xué)習(xí)者的學(xué)習(xí)興趣、提高學(xué)習(xí)者的語言能力、培養(yǎng)學(xué)習(xí)者的思想能力、又導(dǎo)入學(xué)習(xí)者必須用“國(guó)際視角看世界”和“國(guó)際愛心走世界”接受不同的文化。綜上所述，注意漢語教學(xué)的文化沖突對(duì)推動(dòng)漢語國(guó)際教學(xué)的進(jìn)一步發(fā)展起著非常重要的作用。
[Abstract]:In the transnational cultural communication, it embodies the meaning of cultural conflict, while Indonesia is a thousand island countries with different ethnic and religious beliefs, and there are differences in national conditions and customs with China. Therefore, in Chinese teaching, the communication of different cultures often hinders the learning of Chinese Chinese, so this article is taught through Chinese teaching. China and Indonesia overcome cultural conflicts and try to find a better way to learn Chinese language.
This paper, starting with the special phenomenon of Indonesia culture, enables teachers to understand and master the relationship between Chinese teaching method and intercultural communication, purpose, task, teaching error, teaching practice, teaching methods and other factors, and make a comprehensive discussion on the problems of Chinese teaching and cultural conflict from different angles. In the third chapter, the author states that in the third chapter, the author states that, by mastering the cultural situation of the Chinese language and using the intercultural communication of Chinese teaching, the teachers should choose effective teaching methods to solve the problem of cultural conflict in the course of teaching in order to solve the problems of cultural conflicts in the course of teaching. In Chinese teaching, there is a conflict between Chinese and Indonesian culture. Among them, the religious cultural conflict in Chinese teaching can not be ignored in the teaching of Indonesian Chinese. The Indonesian people have religious beliefs. Among them, the habits of life, the way of thinking, the clothes and the eating customs are all according to the religious beliefs. The different cultural conditions can affect the learning of Chinese language. In addition to this, teachers also need to pay attention to the customs and cultural conflicts and social and cultural conflicts between the mother tongue and the target language, which is one of the effective methods in the teaching of Chinese.
Finally, the author explains the strategies to overcome the conflict between Chinese teaching method and Chinese Indonesian cultural conflict. There are comparative teaching methods, cultural analysis, multimedia teaching, song teaching, problem teaching and field visiting teaching. Contrast teaching is the language sense of the learners and the connotation of the words. The relationship between cultural vocabulary and cultural knowledge, through cultural analysis, enables teachers to guide the learners to face different cultural backgrounds and ways of thinking. To improve the perceptual knowledge of the learners and to arouse interest. To stimulate thinking is the purpose of the multimedia teaching method. With the development of the world technology, the increasingly internationalized development of Chinese and the multimedia use. In the practice of Chinese teaching, the multimedia teaching method has proved to be one of the very good methods in language teaching. The song teaching method can attach importance to the interests of the learners, the self, the others, the society, and the development of the learners' personality. In addition, the song teaching method is the art of the comprehensive teaching language and performance to understand the target language. To master the language skills and to analyze the euphoria and the pleasant atmosphere. The problem teaching method is based on the learner, the freedom, the motivation of the learners, the creativity of the learners, and the continuous development of the learners' intellectual way of thinking. Under the guidance of teachers, the learners can communicate skillfully in Chinese. The teaching method on the spot is still creative. Because the Chinese environment in Indonesia is limited, teachers can also create the Chinese atmosphere and the Chinese situation in the classroom.
In a word, the teaching method mentioned above can not only improve the Chinese level of the learners, stimulate the learners' interest in learning, improve the language ability of the learners, cultivate the learners' ideological ability, but also introduce the learners to accept different cultures with the "international perspective" and "international love to walk the world". Cultural conflict plays a very important role in promoting the further development of Chinese international teaching.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2153660
[Abstract]:In the transnational cultural communication, it embodies the meaning of cultural conflict, while Indonesia is a thousand island countries with different ethnic and religious beliefs, and there are differences in national conditions and customs with China. Therefore, in Chinese teaching, the communication of different cultures often hinders the learning of Chinese Chinese, so this article is taught through Chinese teaching. China and Indonesia overcome cultural conflicts and try to find a better way to learn Chinese language.
This paper, starting with the special phenomenon of Indonesia culture, enables teachers to understand and master the relationship between Chinese teaching method and intercultural communication, purpose, task, teaching error, teaching practice, teaching methods and other factors, and make a comprehensive discussion on the problems of Chinese teaching and cultural conflict from different angles. In the third chapter, the author states that in the third chapter, the author states that, by mastering the cultural situation of the Chinese language and using the intercultural communication of Chinese teaching, the teachers should choose effective teaching methods to solve the problem of cultural conflict in the course of teaching in order to solve the problems of cultural conflicts in the course of teaching. In Chinese teaching, there is a conflict between Chinese and Indonesian culture. Among them, the religious cultural conflict in Chinese teaching can not be ignored in the teaching of Indonesian Chinese. The Indonesian people have religious beliefs. Among them, the habits of life, the way of thinking, the clothes and the eating customs are all according to the religious beliefs. The different cultural conditions can affect the learning of Chinese language. In addition to this, teachers also need to pay attention to the customs and cultural conflicts and social and cultural conflicts between the mother tongue and the target language, which is one of the effective methods in the teaching of Chinese.
Finally, the author explains the strategies to overcome the conflict between Chinese teaching method and Chinese Indonesian cultural conflict. There are comparative teaching methods, cultural analysis, multimedia teaching, song teaching, problem teaching and field visiting teaching. Contrast teaching is the language sense of the learners and the connotation of the words. The relationship between cultural vocabulary and cultural knowledge, through cultural analysis, enables teachers to guide the learners to face different cultural backgrounds and ways of thinking. To improve the perceptual knowledge of the learners and to arouse interest. To stimulate thinking is the purpose of the multimedia teaching method. With the development of the world technology, the increasingly internationalized development of Chinese and the multimedia use. In the practice of Chinese teaching, the multimedia teaching method has proved to be one of the very good methods in language teaching. The song teaching method can attach importance to the interests of the learners, the self, the others, the society, and the development of the learners' personality. In addition, the song teaching method is the art of the comprehensive teaching language and performance to understand the target language. To master the language skills and to analyze the euphoria and the pleasant atmosphere. The problem teaching method is based on the learner, the freedom, the motivation of the learners, the creativity of the learners, and the continuous development of the learners' intellectual way of thinking. Under the guidance of teachers, the learners can communicate skillfully in Chinese. The teaching method on the spot is still creative. Because the Chinese environment in Indonesia is limited, teachers can also create the Chinese atmosphere and the Chinese situation in the classroom.
In a word, the teaching method mentioned above can not only improve the Chinese level of the learners, stimulate the learners' interest in learning, improve the language ability of the learners, cultivate the learners' ideological ability, but also introduce the learners to accept different cultures with the "international perspective" and "international love to walk the world". Cultural conflict plays a very important role in promoting the further development of Chinese international teaching.
【學(xué)位授予單位】：河北師范大學(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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