零基礎(chǔ)對外漢字教材練習(xí)研究
發(fā)布時間：2019-03-12 14:27
【摘要】：上世紀50年代以來,對外漢語教學(xué)進入了一個蓬勃發(fā)展的時期。外國留學(xué)生的大量涌入,世界上學(xué)漢語熱潮的掀起,這些都推動了漢語教學(xué)的整體系統(tǒng)發(fā)展。隨著對外漢語教學(xué)細化和專門化,專門的對外漢字教學(xué)也應(yīng)運而生。一些有條件的大學(xué)院校正在陸續(xù)開設(shè)專門針對留學(xué)生的漢字課,“按照漢字規(guī)律教授漢字”,由此編寫了專門的對外漢語教材。本文主要研究了其中針對零漢字基礎(chǔ)的外國人學(xué)習(xí)漢字所編寫教材及其練習(xí)。然而此類教材在專門對外漢字教材中所占的比重并不大,我們考察了市面上能找到的30多種對外漢字教材,結(jié)果符合真正“零基礎(chǔ)”要求的卻只有6本(套) 本文首先對這6本(套)教材進行了全面、概括性的介紹,并由此提出了零基礎(chǔ)對外漢字教材應(yīng)充分考慮到學(xué)習(xí)者的特點——來自非漢字文化圈歐美背景國家,自身使用拼音文字,幾乎從來沒接觸過漢字,根本沒有辨識漢字形體的基礎(chǔ)(即沒有“字感”)。所以此類教材應(yīng)符合以下幾個基本要求：首先整本教材所有內(nèi)容(包括前言、目錄、課文、練習(xí)、附錄等一切出現(xiàn)中文的內(nèi)容)應(yīng)為兩種語言對照的版本,即漢語和學(xué)習(xí)者的母語；其次,教授漢字從筆形認識開始,涉及筆畫的運筆方向,輕重力度,長短位置；第三,講解漢字有田字格范例,逐筆分析筆畫順序。 接著我們對這6本(套)教材的練習(xí)設(shè)計從多個角度進行了比較分析,分別討論了它們在編排結(jié)構(gòu)、題型種類、練習(xí)總體強度、各漢字要素練習(xí)比重、涵蓋漢字知識點的數(shù)量以及語言技能的涉及方面的共性和特性。 然后本論文基于比較分析所得的數(shù)據(jù)提出編寫零基礎(chǔ)對外漢字教材時應(yīng)注意以下幾個原則的實現(xiàn)：教學(xué)內(nèi)容編排應(yīng)注意科學(xué)性原則、系統(tǒng)性原則和理論性原則相結(jié)合；課后練習(xí)編寫應(yīng)注意針對性原則、有效性原則、實用性原則和趣味性原則相結(jié)合；文化知識介紹應(yīng)根據(jù)教學(xué)對象文化背景、年齡層次的不同進行適當(dāng)調(diào)整。 最后我們總結(jié)了本文的研究成果,并提出了一些零基礎(chǔ)對外漢字教材編寫時尚值得繼續(xù)深入討論和研究的問題,希望引起更多研究者對此課題的關(guān)注,投入更多精力進行對照實驗,從而促進對外漢字教材的建設(shè)工作。
[Abstract]:Since the 1950s, the teaching of Chinese as a foreign language has entered a period of vigorous development. The influx of foreign students and the upsurge of learning Chinese in the world have promoted the overall systematic development of Chinese teaching. With the refinement and specialization of teaching Chinese as a foreign language, special teaching of Chinese characters as a foreign language has emerged. Some qualified colleges and universities are offering special Chinese characters courses for foreign students, "teaching Chinese characters according to the law of Chinese characters", and thus compiling special teaching materials for Chinese as a foreign language. This paper mainly studies the teaching materials and exercises written by foreigners who study Chinese characters based on zero Chinese characters. However, the proportion of such teaching materials in special foreign Chinese characters textbooks is not large. We have investigated more than 30 kinds of foreign Chinese characters textbooks that can be found in the market. Results there are only six books (sets) that meet the requirements of "zero foundation". This paper first gives a comprehensive and general introduction to these six textbooks. Based on this, the author puts forward that the characteristics of learners should be fully taken into account in the zero-base foreign Chinese characters textbooks-from non-Chinese cultural circles, European and American background countries, which use phonetic characters themselves and have hardly ever touched Chinese characters. There is no basis for identifying the shape of Chinese characters (that is, there is no "character sense"). So this kind of teaching material should meet the following basic requirements: first of all, all the contents of the whole textbook (including preface, catalogue, text, practice, appendix, etc.) should be a bilingual version of all the contents (including the foreword, the catalogue, the text, the practice, the appendix, etc.). That is, Chinese and learners' mother tongue; Secondly, the teaching of Chinese characters from the pen shape understanding, involving stroke direction, light intensity, short and short position; third, explain the Chinese characters have a field case, pen-by-pen analysis of the order of strokes. Then we compare and analyze the practice design of these six textbooks from several angles, and discuss their arrangement structure, type of question, overall intensity of practice, and the proportion of each Chinese character element exercise, respectively. Covers the number of knowledge points of Chinese characters as well as language skills related to the commonalities and characteristics. Then, based on the data obtained from the comparative analysis, this paper proposes that the realization of the following principles should be paid attention to when compiling the zero-base teaching material for foreign Chinese characters: the scientific principle, the systematic principle and the theoretical principle should be paid attention to the arrangement of the teaching contents; Attention should be paid to the combination of pertinence principle, validity principle, practicality principle and interest principle, and the introduction of cultural knowledge should be adjusted according to the cultural background and age level of the teaching object. Finally, we summarize the research results of this paper, and put forward some issues worthy of further discussion and research on the compilation of zero-base Chinese textbooks for foreign characters, hoping to arouse the attention of more researchers on this subject. Put more energy into the contrast experiment, thus promoting the construction of foreign Chinese characters teaching materials.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
本文編號：2438862
[Abstract]:Since the 1950s, the teaching of Chinese as a foreign language has entered a period of vigorous development. The influx of foreign students and the upsurge of learning Chinese in the world have promoted the overall systematic development of Chinese teaching. With the refinement and specialization of teaching Chinese as a foreign language, special teaching of Chinese characters as a foreign language has emerged. Some qualified colleges and universities are offering special Chinese characters courses for foreign students, "teaching Chinese characters according to the law of Chinese characters", and thus compiling special teaching materials for Chinese as a foreign language. This paper mainly studies the teaching materials and exercises written by foreigners who study Chinese characters based on zero Chinese characters. However, the proportion of such teaching materials in special foreign Chinese characters textbooks is not large. We have investigated more than 30 kinds of foreign Chinese characters textbooks that can be found in the market. Results there are only six books (sets) that meet the requirements of "zero foundation". This paper first gives a comprehensive and general introduction to these six textbooks. Based on this, the author puts forward that the characteristics of learners should be fully taken into account in the zero-base foreign Chinese characters textbooks-from non-Chinese cultural circles, European and American background countries, which use phonetic characters themselves and have hardly ever touched Chinese characters. There is no basis for identifying the shape of Chinese characters (that is, there is no "character sense"). So this kind of teaching material should meet the following basic requirements: first of all, all the contents of the whole textbook (including preface, catalogue, text, practice, appendix, etc.) should be a bilingual version of all the contents (including the foreword, the catalogue, the text, the practice, the appendix, etc.). That is, Chinese and learners' mother tongue; Secondly, the teaching of Chinese characters from the pen shape understanding, involving stroke direction, light intensity, short and short position; third, explain the Chinese characters have a field case, pen-by-pen analysis of the order of strokes. Then we compare and analyze the practice design of these six textbooks from several angles, and discuss their arrangement structure, type of question, overall intensity of practice, and the proportion of each Chinese character element exercise, respectively. Covers the number of knowledge points of Chinese characters as well as language skills related to the commonalities and characteristics. Then, based on the data obtained from the comparative analysis, this paper proposes that the realization of the following principles should be paid attention to when compiling the zero-base teaching material for foreign Chinese characters: the scientific principle, the systematic principle and the theoretical principle should be paid attention to the arrangement of the teaching contents; Attention should be paid to the combination of pertinence principle, validity principle, practicality principle and interest principle, and the introduction of cultural knowledge should be adjusted according to the cultural background and age level of the teaching object. Finally, we summarize the research results of this paper, and put forward some issues worthy of further discussion and research on the compilation of zero-base Chinese textbooks for foreign characters, hoping to arouse the attention of more researchers on this subject. Put more energy into the contrast experiment, thus promoting the construction of foreign Chinese characters teaching materials.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
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，本文編號：2438862
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