【摘要】：我國對外漢語教學(xué)事業(yè)的近年來的發(fā)展形勢堪用“勢如破竹”來形容,在此之中,對外漢語教學(xué)界的關(guān)注點(diǎn)自20世紀(jì)80年代以來就逐漸落在了文化教學(xué)的相關(guān)討論之上。眾多學(xué)者都肯定了在對外漢語的教學(xué)過程中文化教學(xué)內(nèi)容存在的意義。但在此過程中,首先是文化教學(xué)的地位及作用出現(xiàn)分歧,一部分學(xué)者認(rèn)為文化教學(xué)應(yīng)寓于語言教學(xué)之中,為語言教學(xué)服務(wù)；另一部分學(xué)者則認(rèn)為文化教學(xué)也存在與非語言相關(guān)的一面,具有單獨(dú)研究的價值。本文則傾向于研究文化教學(xué)中不與語言教學(xué)直接相關(guān)的文化內(nèi)容的選取與分類。其次是文化內(nèi)容分類的標(biāo)準(zhǔn)亦出現(xiàn)分歧,對文化因素的不同分類方法層出不窮,各有道理,但始終沒有一個統(tǒng)一的標(biāo)準(zhǔn),這為對外漢語文化教學(xué)帶來了很大的難度。本文致力于以留學(xué)生對文化的需求為視角進(jìn)行討論并提出一套文化因素分類教學(xué)的理論方法,在吸收了馬斯洛需求層次理論的有關(guān)內(nèi)容并結(jié)合留學(xué)生文化需求調(diào)查結(jié)果之后,將文化課程應(yīng)涵蓋的內(nèi)容劃分為滿足留學(xué)生適應(yīng)需求的文化因素、滿足留學(xué)生交際需求的文化因素、滿足留學(xué)生循美需求的文化因素和滿足留學(xué)生思維需求的文化因素四大類。以切實(shí)滿足留學(xué)生上述各類需求為目的,圈定典型的所屬文化因素討論其教學(xué)之于留學(xué)生的意義及方法。
[Abstract]:The development situation of Chinese as a foreign language teaching cause in China in recent years can be described as "like a broken bamboo", in which the focus of attention in the field of teaching Chinese as a foreign language has gradually fallen on the relevant discussion of culture teaching since the 1980s. Many scholars have affirmed the significance of cultural teaching in the process of teaching Chinese as a foreign language. However, in this process, the position and function of culture teaching are different. Some scholars think that culture teaching should be in language teaching and serve language teaching. Another part of scholars believe that culture teaching also has a non-linguistic side, which has the value of individual research. This paper tends to study the selection and classification of cultural content which is not directly related to language teaching in culture teaching. Secondly, there are differences in the standards of cultural content classification. Different classification methods of cultural factors emerge in endlessly and have their own reasons, but there is no uniform standard, which brings great difficulty to the teaching of Chinese culture as a foreign language. This paper is devoted to discussing the cultural needs of foreign students and putting forward a set of theoretical methods of classifying cultural factors. After absorbing the relevant contents of Maslow's hierarchy of needs theory and combining the results of the investigation on the cultural needs of foreign students, this paper puts forward a set of theoretical methods for classifying cultural factors. The contents of the cultural curriculum should be divided into four categories: the cultural factors to meet the needs of foreign students' adaptation, the cultural factors to meet the communicative needs of foreign students, the cultural factors to meet the needs of foreign students following the United States and the cultural factors to meet the needs of foreign students' thinking. In order to meet the needs of foreign students mentioned above, the purpose of defining typical cultural factors is to discuss the significance and methods of teaching to foreign students.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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