【摘要】：隨著全球“漢語熱”的升溫,漢語學(xué)習(xí)者人數(shù)越來越多,而作為漢語書寫符號系統(tǒng)的漢字卻被大多數(shù)留學(xué)生尤其是非漢字文化圈學(xué)生認(rèn)為是漢語學(xué)習(xí)的最大障礙。在他們看來,漢字的數(shù)量繁多,筆畫復(fù)雜,結(jié)構(gòu)多樣,表意豐富,難以掌握。上世紀(jì)90年代以來,對外漢字教學(xué)開始逐漸受到研究者的重視,研究者從漢字教學(xué)理論研究、漢字本體研究、文化教學(xué)研究、漢字習(xí)得研究等不同的角度對對外漢字教學(xué)進(jìn)行了較為深入系統(tǒng)的研究,但從對外漢字教學(xué)研究的整體狀況看,研究者多是圍繞漢字本體與漢字教學(xué)實踐等方面展開,而小學(xué)識字教學(xué)法在對外漢字教學(xué)中的應(yīng)用研究還處在起步階段,成果不多,且研究的廣度和深度還不夠。對外漢字教學(xué)和我國小學(xué)識字教學(xué)都是以現(xiàn)代規(guī)范漢字為學(xué)習(xí)對象,以教育學(xué)、心理學(xué)、文字學(xué)理論為指導(dǎo),都遵循循序漸進(jìn)的原則……這些共同的特點說明國內(nèi)小學(xué)識字理論和方法對對外漢字教學(xué)是有可借鑒之處的,漢語教師可以利用國內(nèi)小學(xué)識字教學(xué)的合理因素和成功做法,來完善目前對外漢字教學(xué)。 本文在對國內(nèi)小學(xué)傳統(tǒng)識字法和當(dāng)前識字教學(xué)先進(jìn)理念及教學(xué)方法整理的基礎(chǔ)上,通過聽課、個別訪談、測試等方式對教學(xué)理念和教學(xué)設(shè)備都比較先進(jìn)的淄博師范高等�？茖W(xué)校附屬小學(xué)一年級語文課堂常用識字方法的調(diào)查,嘗試將那些高效的小學(xué)識字法運用到對外漢字教學(xué)中來。經(jīng)過對HSK中一級到四級的1200字詞(1075個漢字)的分類統(tǒng)計,將其中應(yīng)該最先教授的構(gòu)字和構(gòu)詞能力較強(qiáng)的獨體字以及出現(xiàn)頻率較高的漢字都進(jìn)行了整理,從意義、偏旁、讀音、字形等角度做了較為全面系統(tǒng)地歸類,將1075個漢字中的表意文字進(jìn)行了統(tǒng)計,并將韻語識字、表演識字、生活識字所常用的字詞也進(jìn)行了歸納,同時運用這些方法進(jìn)行了一課時的漢字教學(xué)設(shè)計,以期對對外漢字教學(xué)提供更多的依據(jù)和思路。 本文注重理論與實踐相結(jié)合,在國內(nèi)小學(xué)識字教學(xué)方法和理論的啟發(fā)下對零起點留學(xué)生進(jìn)行對外漢字課堂教學(xué)的探索與實踐,因此本文的研究成果將強(qiáng)化對外漢語教學(xué)中的薄弱環(huán)節(jié),拓展和深化對外漢字教學(xué)的研究領(lǐng)域。同時,還對對外漢字教學(xué)實踐提供了可行的教學(xué)方案,可操作性較強(qiáng)。
[Abstract]:With the global "Chinese craze" heating up, the number of Chinese learners is increasing, but Chinese characters, as a system of Chinese writing symbols, are considered by most foreign students, especially non-Chinese cultural circle students, as the biggest obstacle to learning Chinese. In their view, the number of Chinese characters, stroke complexity, diversity of structure, ideographic rich, difficult to master. Since the 1990s, the foreign Chinese character teaching has been paid more and more attention by the researchers. The researchers study the theory of Chinese character teaching, the study of Chinese character ontology, the study of culture teaching. The study of Chinese character acquisition and other different angles has made a deep and systematic study on the teaching of foreign Chinese characters. However, from the overall situation of the research on the teaching of foreign Chinese characters, the researchers mostly focus on the Chinese character Noumenon and the teaching practice of Chinese characters, and so on. However, the research on the application of Chinese character teaching method in primary school is still in its infancy, with few achievements, and the breadth and depth of the research are not enough. The teaching of Chinese characters in foreign countries and the teaching of Chinese characters in primary schools in China are all guided by modern standardized Chinese characters and guided by the theories of pedagogy, psychology and philology, all of which follow the principle of gradual and orderly progress. These common characteristics show that the theories and methods of Chinese character in primary schools in China can be used for reference in the teaching of Chinese characters in foreign countries. Chinese teachers can make use of the reasonable factors and successful practices of Chinese character teaching in primary schools in China to perfect the present teaching of Chinese characters in foreign countries. On the basis of sorting out the traditional literacy methods and the advanced concepts and teaching methods of the current literacy teaching in primary schools in China, this paper, through listening to classes and individual interviews, In this paper, the author investigates the commonly used literacy methods in the first grade Chinese classroom of Zibo Teachers College, which is more advanced in teaching concept and teaching equipment, and tries to apply those efficient primary literacy methods to the teaching of Chinese characters in foreign countries. Through the classification statistics of 1200 words (1075 Chinese characters) in HSK, which should be taught first, the single-type characters with strong ability of construction and word-formation, as well as the Chinese characters with higher frequency, are arranged from the meaning, side, pronunciation. From the angle of glyph and other aspects, the author classifies the ideographic characters in 1075 Chinese characters, and sums up the words commonly used in rhyme, performance and life. At the same time, we use these methods to design the teaching of Chinese characters in one class in order to provide more basis and ideas for the teaching of Chinese characters in foreign countries. This paper focuses on the combination of theory and practice. Under the inspiration of the teaching methods and theories of Chinese character teaching in primary schools in China, the author explores and practices the Chinese character classroom teaching for the students with zero starting point. Therefore, the research results of this paper will strengthen the weak links in the teaching of Chinese as a foreign language, and expand and deepen the research field of the teaching of Chinese characters as a foreign language. At the same time, it also provides a feasible teaching plan for the foreign Chinese character teaching practice, and has strong maneuverability.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195.3

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