本文關(guān)鍵詞： 《MHK漢字大綱》字表 規(guī)則形聲字 不規(guī)則形聲字 教學(xué)策略　出處：《新疆師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：形聲字作為漢字的主體,是最重要的漢字學(xué)習(xí)內(nèi)容,掌握了漢字中的形聲字就掌握了絕大部分的漢字。本文以《少數(shù)民族漢語水平等級考試漢字大綱》為依據(jù),對《大綱》漢字表收錄的3531個漢字進(jìn)行了統(tǒng)計,總共得到形聲字2714個。筆者對2714個形聲字進(jìn)行了窮盡式的考察和分析,并對其特點(diǎn)進(jìn)行了描述。在此基礎(chǔ)上,探討適合新疆少數(shù)民族學(xué)生的形聲字教學(xué)方法。本文共分緒論和正文,正文分為四章。緒論主要撰寫了本文的研究背景、研究現(xiàn)狀和存在的問題及研究意義。第一章形聲字概況。對形聲字做了宏觀的描述,介紹了《少數(shù)民族漢語水平等級考試漢字大綱》的收字情況,共收字3531個;制訂了形聲字的確認(rèn)標(biāo)準(zhǔn),從《字表》中統(tǒng)計得出2714個形聲字,并以聲符變化為依據(jù),將形聲字分為規(guī)則形聲字,1136個;不規(guī)則形聲字,1578個。第二章《大綱》形聲字分析。本章分別對《大綱》中的規(guī)則形聲字和不規(guī)則形聲字進(jìn)行了分析,規(guī)則形聲字主要介紹了形符構(gòu)字?jǐn)?shù)、形符表義和聲符特點(diǎn)及規(guī)則形聲字的拆分;不規(guī)則形聲字中將不規(guī)則形聲字分為一級不規(guī)則形聲字和二級不規(guī)則形聲字,并對二級不規(guī)則形聲字進(jìn)行部件拆分。第三章新疆少數(shù)民族學(xué)生漢字教學(xué)現(xiàn)狀。本章從四個方面對新疆少數(shù)民族學(xué)生的漢字教學(xué)現(xiàn)狀進(jìn)行考察,首先介紹了少數(shù)民族學(xué)生的漢語水平評價體系,即民族漢考;其次討論了新疆少數(shù)民族學(xué)生的漢字學(xué)習(xí)特點(diǎn);再次以新疆師范大學(xué)語言學(xué)院2011級少數(shù)民族預(yù)科生為對象,進(jìn)行了形聲字學(xué)習(xí)情況的考察;最后提出影響新疆少數(shù)民族漢字教學(xué)的若干因素。第四章新疆少數(shù)民族學(xué)生形聲字教學(xué)策略。首先強(qiáng)調(diào)了形聲字教學(xué)要注意的問題,其次根據(jù)少數(shù)民族學(xué)生的學(xué)習(xí)特點(diǎn)將形聲字分為一級不規(guī)則形聲字教學(xué)、二級不規(guī)則形聲字教學(xué)和規(guī)則形聲字教學(xué)三個步驟,最后對新疆少數(shù)民族漢字教學(xué)從漢字規(guī)劃、漢字理念和漢字專題研究三方面提出了建議。
[Abstract]:Phonetic characters as the main part of Chinese characters, is the most important learning content of Chinese characters, master the phonetic characters in the Chinese characters to master the vast majority of Chinese characters. A total of 2714 pictophonetic characters have been obtained by statistics of 3531 Chinese characters in the outline of Chinese characters. The author has made an exhaustive investigation and analysis of 2714 pictophonetic characters. And its characteristics are described. On this basis, to explore the teaching methods suitable for ethnic minority students in Xinjiang. This paper is divided into the introduction and the text, the text is divided into four chapters. The introduction mainly writes the research background of this paper. The first chapter is the general situation of pictophonetic characters. The macro description of pictophonetic characters is given, and the acceptance of the outline of Chinese characters in the Chinese level examination of ethnic minorities is introduced. A total of 3531 words are received; The confirmation standard of pictophonetic characters is established, and 2714 pictophonetic characters are statistically obtained from the list of words. Based on the change of phonetic characters, pictophonetic characters are divided into regular phonetic characters, 1136; There are 1578 irregular pictophonetic characters. In Chapter 2, the outline > pictophonetic characters are analyzed. In this chapter, the regular phonetic characters and irregular phonetic characters in the outline are analyzed respectively. Regular phonetic characters mainly introduce the number of characters, the characters of form characters and phonetic characters, and the split of regular phonetic characters. Irregular phonetic characters are divided into one level irregular phonetic characters and two level irregular phonetic characters. The third chapter is the current situation of teaching Chinese characters of ethnic minority students in Xinjiang. This chapter from four aspects to investigate the current situation of teaching Chinese characters of ethnic minority students in Xinjiang. First of all, it introduces the evaluation system of ethnic minority students' Chinese proficiency, that is, the examination of ethnic Han; Secondly, it discusses the characteristics of learning Chinese characters of ethnic minority students in Xinjiang. Thirdly, taking the 2011 minority preparatory students of Xinjiang normal University as the object, the study of phonetic characters is investigated. Finally, some factors affecting the teaching of minority Chinese characters in Xinjiang are put forward. The teaching strategies of pictophonetic characters for ethnic minority students in Xinjiang are put forward in Chapter 4th. First of all, the problems needing attention in the teaching of pictophonetic characters are emphasized. Secondly, according to the learning characteristics of minority students, the phonetic characters are divided into three steps: the first level irregular phonetic teaching, the second level irregular phonetic teaching and the regular phonetic teaching. Finally, the author puts forward some suggestions on the teaching of minority Chinese characters in Xinjiang from three aspects: Chinese character planning, Chinese character concept and special study of Chinese characters.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H193

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