試論白樂桑的“法式字本位”教學法
發(fā)布時間：2018-08-27 07:52
【摘要】：本文主要探討的是白樂桑先生的“字本位”教學法。這一教學法相當獨特,因此,在征得了白樂桑先生本人的同意之后,筆者決定采用“法式字本位”教學法這一新的術語來概括之�？偟膩碚f,“法式字本位”教學法是從“字”和“詞”兩個維度來考慮的。它主要針對的是法國初級水平的漢語教學,遵循的是“漢語教學以尊重漢語特性為前提”和“以學生為中心”這兩條教學理念,強調的是“字”和“詞”這兩個教學單位缺一不可。反觀對外漢語教學,漢字長期處于不受重視地位,在這種情況下,白樂桑先生開始了他的“字本位”之行。但要特別注意的一點是,“法式字本位”教學法從不排斥“詞”,而是在重視“字”的同時,也強調“詞”的教學。 本文的第一章緒論部分重點介紹選題緣由,分析國內外研究現(xiàn)狀與存在的問題,并闡述論文研究的目的與意義以及研究方法�！氨倔w”問題對于對外漢語教學具有綱領性作用,加之筆者在法期間,曾有幸多次接受白樂桑先生的耳提面命,因此將論文選題框定在了對“法式字本位”教學法的研究上。國內對“法式字本位”教學法的研究多集中在白樂桑先生早年編寫的教材上,還很不成系統(tǒng),特點也不夠突出。筆者希望通過本文,首先將“法式字本位”教學法系統(tǒng)化、條理化；其次用實驗證明其有效性,以服務于對外漢語教學。這也是本文要完成的兩個目標。為達成目標,筆者采用了文獻研究法、訪談法與問卷調查法,并親自參與了白樂桑先生主持的漢語教師培訓。 第二章高度概括“法式字本位”教學法的內容與特點,包括介紹其源起與分類。簡而言之,“法式字本位”教學法就是充分尊重漢語的特性,堅持以學生為中心的教學理念,承認漢語教學中存在“字”和“詞”兩個單位。這兩個單位的關系依據教學對象的不同而不同。它的誕生與四百字常用漢字表有直接關系。就其分類來看,有“相對字本位甲”、“相對字本位乙”和“相對字本位丙”。這三者的區(qū)別在于對字與詞的處理方式的不同。與之相比,法國還有極端的“絕對字本位”,為了作比較,筆者也對其做了簡要介紹。 第三章主要分析“法式字本位”教學法產生的原因。其大背景是對外漢語教學的現(xiàn)狀,小背景是法國自身的獨特性,包括其漢學研究傳統(tǒng)、漢語教學中的“字本位”傳統(tǒng)以及法國學生對漢字的喜愛。除此之外,還有來自心理教育學與腦神經科學的影響,以及白樂桑先生的個人原因。 第四章從四個不同的角度探討“法式字本位”教學法在白樂桑先生教學與研究中的體現(xiàn)及應用。第一是白樂桑先生從上個世紀80年代末到90年代初開展的兒童智力啟蒙實驗；第二是他各個時期編寫的漢語教材；第三是由他擔綱主編的從2002年開始陸續(xù)制定頒布的中小學與中文國際班漢語教學大綱；第四是漢語教師培訓。 第二章到第四章的主要目的是為了構建“法式字本位”教學法的理論體系。第五章則是本文的實證部分,以驗證其有效性。筆者引入了平行班實驗與學生問卷調查兩種形式。平行班實驗表明,較之“詞本位”教學法,“法式字本位”教學法更有利于學生詞匯水平的提高。問卷調查從學生對漢語漢字的認知與情感程度以及對“法式字本位”教學法的評估兩個方面展開。問卷結果表明法國漢語初級水平的學習者認為漢字是漢語學習中不可缺少的一部分,也是他們選擇學習漢語的重要原因之一�！胺ㄊ阶直疚弧彼岢臐h字教學法符合學習者的思維方式與記憶規(guī)律,其由字到詞的教學策略能提高學習者的綜合漢語水平,但也依然存在一定的局限性。 第六章主要總結“法式字本位”教學法產生的作用以及所帶來的影響,包括它所引起的學術爭辯、它對初級漢語教學的指導性作用、以及它對對外漢語教學大綱、教材編寫和課堂教學的啟發(fā)作用。
[Abstract]:This paper mainly discusses Mr. Bai Lesang's "character-based" teaching method, which is quite unique. With Mr. Bai Lesang's own consent, the author decided to adopt the new term "French character-based" teaching method to summarize it. Generally speaking, the "French character-based" teaching method is from "word" and "word". It mainly aims at the Chinese teaching at the elementary level in France. It follows the two teaching concepts of "Chinese teaching is premised on respecting Chinese characteristics" and "student-centered" and emphasizes that "character" and "word" are indispensable in the teaching of Chinese as a foreign language. Under this circumstance, Mr. Bai Lesang began his "character-based" journey, but it should be noted that the "French character-based" teaching method never excludes "words", but emphasizes the teaching of "words" while attaching importance to "words".
In the first chapter, the author introduces the reasons for choosing the topic, analyzes the current research situation and existing problems at home and abroad, and expounds the purpose, significance and research methods of this paper. Therefore, the topic of this paper is framed on the research of the "French Character-based" teaching method. The domestic research on the "French Character-based" teaching method is mostly concentrated on the textbooks compiled by Mr. Le Sang Bai in his early years. It is not systematic and its characteristics are not prominent enough. This is also the two objectives of this paper. To achieve this goal, the author adopts the methods of literature research, interview and questionnaire survey, and participates in the training of Chinese teachers presided over by Mr. Le Sang Bai.
Chapter 2 summarizes the content and characteristics of the "French Character-based" teaching method, including its origin and classification. In short, the "French Character-based" teaching method fully respects the characteristics of the Chinese language, adheres to the student-centered teaching concept, and acknowledges the existence of "word" and "word" in Chinese teaching. The relationship varies according to the object of instruction. Its birth is directly related to the 400-character list of commonly used Chinese characters. According to its classification, there are "relative character standard A", "relative character standard B" and "relative character standard C". The author also gives a brief introduction to the word standard.
Chapter Three mainly analyzes the reasons for the emergence of the "French Character-based" teaching method.The big background is the current situation of teaching Chinese as a foreign language.The small background is the uniqueness of France itself,including its Sinology tradition,the "Character-based" tradition in Chinese teaching and the French students'love of Chinese characters.In addition,it also comes from psychological education and brain. The impact of neuroscience and Mr. Bai Lesang's personal reasons.
Chapter Four discusses the application of the "French Character-based" teaching method in Mr. Le Sang's teaching and research from four different perspectives. Since 2002, Chinese syllabus for primary and secondary schools and international classes of Chinese have been formulated and promulgated. Fourth, the training of Chinese teachers.
The main purpose of the second and fourth chapters is to construct the theoretical system of the "French-based" teaching method. The fifth chapter is the empirical part of this paper to verify its effectiveness. The results of the questionnaire show that the French learners at the elementary level of Chinese think that Chinese characters are an indispensable part of Chinese learning and they choose them as well. One of the important reasons for choosing to learn Chinese is that the Chinese character teaching method advocated by the "French Character Standard" conforms to the learners'thinking mode and memory rules. Its teaching strategy from character to word can improve the learners' comprehensive Chinese level, but there are still some limitations.
Chapter 6 mainly summarizes the effect of the "French Character-based" teaching method and its influence, including the academic debate it has caused, its guiding role in primary Chinese teaching, and Its Enlightenment to the syllabus, textbook compilation and classroom teaching.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2206602
[Abstract]:This paper mainly discusses Mr. Bai Lesang's "character-based" teaching method, which is quite unique. With Mr. Bai Lesang's own consent, the author decided to adopt the new term "French character-based" teaching method to summarize it. Generally speaking, the "French character-based" teaching method is from "word" and "word". It mainly aims at the Chinese teaching at the elementary level in France. It follows the two teaching concepts of "Chinese teaching is premised on respecting Chinese characteristics" and "student-centered" and emphasizes that "character" and "word" are indispensable in the teaching of Chinese as a foreign language. Under this circumstance, Mr. Bai Lesang began his "character-based" journey, but it should be noted that the "French character-based" teaching method never excludes "words", but emphasizes the teaching of "words" while attaching importance to "words".
In the first chapter, the author introduces the reasons for choosing the topic, analyzes the current research situation and existing problems at home and abroad, and expounds the purpose, significance and research methods of this paper. Therefore, the topic of this paper is framed on the research of the "French Character-based" teaching method. The domestic research on the "French Character-based" teaching method is mostly concentrated on the textbooks compiled by Mr. Le Sang Bai in his early years. It is not systematic and its characteristics are not prominent enough. This is also the two objectives of this paper. To achieve this goal, the author adopts the methods of literature research, interview and questionnaire survey, and participates in the training of Chinese teachers presided over by Mr. Le Sang Bai.
Chapter 2 summarizes the content and characteristics of the "French Character-based" teaching method, including its origin and classification. In short, the "French Character-based" teaching method fully respects the characteristics of the Chinese language, adheres to the student-centered teaching concept, and acknowledges the existence of "word" and "word" in Chinese teaching. The relationship varies according to the object of instruction. Its birth is directly related to the 400-character list of commonly used Chinese characters. According to its classification, there are "relative character standard A", "relative character standard B" and "relative character standard C". The author also gives a brief introduction to the word standard.
Chapter Three mainly analyzes the reasons for the emergence of the "French Character-based" teaching method.The big background is the current situation of teaching Chinese as a foreign language.The small background is the uniqueness of France itself,including its Sinology tradition,the "Character-based" tradition in Chinese teaching and the French students'love of Chinese characters.In addition,it also comes from psychological education and brain. The impact of neuroscience and Mr. Bai Lesang's personal reasons.
Chapter Four discusses the application of the "French Character-based" teaching method in Mr. Le Sang's teaching and research from four different perspectives. Since 2002, Chinese syllabus for primary and secondary schools and international classes of Chinese have been formulated and promulgated. Fourth, the training of Chinese teachers.
The main purpose of the second and fourth chapters is to construct the theoretical system of the "French-based" teaching method. The fifth chapter is the empirical part of this paper to verify its effectiveness. The results of the questionnaire show that the French learners at the elementary level of Chinese think that Chinese characters are an indispensable part of Chinese learning and they choose them as well. One of the important reasons for choosing to learn Chinese is that the Chinese character teaching method advocated by the "French Character Standard" conforms to the learners'thinking mode and memory rules. Its teaching strategy from character to word can improve the learners' comprehensive Chinese level, but there are still some limitations.
Chapter 6 mainly summarizes the effect of the "French Character-based" teaching method and its influence, including the academic debate it has caused, its guiding role in primary Chinese teaching, and Its Enlightenment to the syllabus, textbook compilation and classroom teaching.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
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