本文關(guān)鍵詞： 漢字 漢字拆分 部件 非漢字文化圈　出處：《遼寧大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：在對(duì)外漢語(yǔ)教學(xué)中,漢字教學(xué)相對(duì)來說比較枯燥,留學(xué)生認(rèn)為漢字在認(rèn)、讀、寫、記等方面沒有規(guī)律性,只能死記硬背,所以導(dǎo)致許多留學(xué)生對(duì)漢字及漢字課產(chǎn)生了厭倦情緒,認(rèn)為會(huì)說就行,導(dǎo)致了很多學(xué)習(xí)漢語(yǔ)的留學(xué)生都認(rèn)為漢字難學(xué),特別是初級(jí)漢語(yǔ)班的學(xué)生,留學(xué)生往往在學(xué)習(xí)初級(jí)階段把漢字的書寫看成畫畫兒,覺得復(fù)雜,沒有記憶點(diǎn),無從下筆,從而致使許多留學(xué)生在中國(guó)學(xué)習(xí)很多年后仍舊不能寫出完整漢字。許多學(xué)習(xí)漢語(yǔ)的留學(xué)生,經(jīng)常在漢字書寫過程中不是忘記了偏旁部首就是顛倒了左右結(jié)構(gòu)或上下結(jié)構(gòu)等。本文以方便記憶的視角和規(guī)律,依照漢字的特點(diǎn),經(jīng)過對(duì)漢字的分解,從而讓留學(xué)生對(duì)漢字學(xué)習(xí)提高興趣,使之能更快更好地記憶和書寫漢字,對(duì)提高漢字記憶和書寫起著有利的鋪墊作用。對(duì)于留學(xué)生來說,能在最短的時(shí)間里對(duì)漢字建立漢字字感是極為重要的。本文針對(duì)漢字,進(jìn)行拆分講解,意在通過拆分的過程,使留學(xué)生能活學(xué)活用。筆者綜合現(xiàn)有的拆分教學(xué)法,總結(jié)歸納并提出了個(gè)人意見,意在幫助留學(xué)生盡快熟悉漢字,解決留學(xué)生學(xué)習(xí)漢字難的困擾,具有實(shí)用價(jià)值。本文中針對(duì)漢字進(jìn)行部首拆分、結(jié)構(gòu)拆分以及應(yīng)用了一些方便記憶的故事拆分等。本文考慮到留學(xué)生的學(xué)習(xí)興趣和教學(xué)需要,從而確定了本文將漢字拆分作為針對(duì)留學(xué)生漢字教學(xué)的一種方法,具有一定的實(shí)際意義。 本文分為以下幾個(gè)部分： 第一部分：在當(dāng)前階段下針對(duì)對(duì)外漢字教學(xué)存在的問題進(jìn)行分析,主要是漢字教學(xué)和語(yǔ)言教學(xué)間的矛盾及目間教學(xué)中漢字課糾結(jié)的存在地位問題,將從三個(gè)方面剖析對(duì)外漢字的教學(xué)難點(diǎn),即：認(rèn)字難、寫字難和教法難。 第二部分：漢字拆分教學(xué)方法的理?yè)?jù)性。主要是針對(duì)漢字拆分的研究現(xiàn)狀和漢字拆分中常見的教學(xué)方法進(jìn)行分析總結(jié),以及針對(duì)拆分的理論依據(jù)----“三書說”理論進(jìn)行簡(jiǎn)議。 第三部分：將闡述漢字拆分教學(xué)方法在教學(xué)中的應(yīng)用原則。從三個(gè)方面闡述教學(xué)中應(yīng)該遵循的原則,即筆畫的灌輸應(yīng)用、拆分中部件教學(xué)法的應(yīng)用和漢字拆分中整體間結(jié)構(gòu)教學(xué)的應(yīng)用。 第四部分：著重解析漢字拆分教學(xué)方法。這是本文意在闡述的教學(xué)方法。從培養(yǎng)留學(xué)生漢字拆分的思想和漢字拆分在實(shí)際教學(xué)中的應(yīng)用方法進(jìn)行舉例說明,從五個(gè)方面歸納了五種拆分教學(xué)方法。希望留學(xué)生通過學(xué)習(xí)應(yīng)用漢字拆分法,提高對(duì)漢字的認(rèn)知能力、書寫能力和組句能力。 第五部分：進(jìn)行教學(xué)中的環(huán)節(jié)練習(xí)。從獨(dú)立字拆分、表意字拆分、表音字拆分上進(jìn)行分析和界定,以及總結(jié)漢字拆分教學(xué)與文化教學(xué)的關(guān)系。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of Chinese characters is relatively boring. Foreign students think that there is no regularity in recognizing, reading, writing and memorizing Chinese characters, so they can only memorize them by rote. As a result, many foreign students have become tired of Chinese characters and Chinese characters class, thinking that they can say it, which leads to many students who study Chinese think it is difficult to learn Chinese characters, especially the students in primary Chinese class. Foreign students often take the writing of Chinese characters as drawing at the primary stage of their study. They feel complicated, have no memory points, and have no way to write. As a result, many foreign students in China are still unable to write complete Chinese characters after many years of study. Often in the process of writing Chinese characters, either forget the radical or reverse the left and right structure or up and down structure, etc. In this paper, according to the characteristics of Chinese characters, we decompose the Chinese characters from the perspective and rules of convenient memory. So that students can learn Chinese characters to improve interest, so that they can faster and better memory and writing Chinese characters, to improve the Chinese character memory and writing play a beneficial role in paving the way for international students. It is very important to establish the sense of Chinese characters in the shortest time. The author synthesizes the existing split teaching method, summarizes and puts forward personal opinions, in order to help foreign students to familiarize themselves with Chinese characters as soon as possible, and to solve the problem that it is difficult for foreign students to learn Chinese characters. It has practical value. In this paper, Chinese characters are divided by radical, structure and some convenient memory stories. This paper takes into account the learning interest and teaching needs of foreign students. Therefore, it is of practical significance to take Chinese character splitting as a method of teaching Chinese characters for foreign students. This article is divided into the following parts: The first part: in the current stage of the analysis of the foreign Chinese character teaching problems, mainly the contradiction between Chinese character teaching and language teaching and the existence of the status of Chinese character class in inter-object teaching. This paper analyzes the difficulties in the teaching of foreign Chinese characters from three aspects, that is, the difficulty of reading, writing and teaching. The second part: the motivation of the Chinese character split teaching method. It is mainly aimed at the research status of the Chinese character separation and the common teaching methods in the Chinese character separation to carry on the analysis and summary. And the split of the theoretical basis-"three Book Theory" theory for a brief discussion. The third part will explain the application principle of the Chinese character split teaching method in the teaching. From three aspects to elaborate the principle which should follow in the teaching, namely the stroke indoctrination application. The application of the component teaching method and the integral structure teaching in the separation of Chinese characters. Part 4th: focus on the analysis of the teaching method of Chinese character separation. This is the teaching method intended to elaborate. From the cultivation of the idea of Chinese character separation of foreign students and the application of Chinese character separation in practical teaching examples. This paper sums up five teaching methods from five aspects. It is hoped that the foreign students will improve their cognitive ability, writing ability and sentence formation ability by learning to apply the Chinese character splitting method. Part 5th: practice in teaching. Analyze and define the separation of independent characters, ideographic characters and phonetic characters, and summarize the relationship between Chinese character splitting teaching and culture teaching.
【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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