本文選題：認(rèn)知研究　切入點(diǎn)：漢字　出處：《新疆大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來新疆地區(qū)的中亞留學(xué)生日益增多,新疆地區(qū)對外漢語教學(xué)取得了飛快發(fā)展,但與此同時(shí),對外漢字教學(xué)卻經(jīng)受著重大考驗(yàn)根據(jù)來疆中亞留學(xué)生漢語習(xí)得動(dòng)機(jī)調(diào)查發(fā)現(xiàn),大部分來疆留學(xué)生僅僅希望掌握口語交際能力,為回本國經(jīng)商或者就業(yè)更具有競爭力。大多數(shù)留學(xué)生認(rèn)為不需要會(huì)寫漢字,通過電腦、手機(jī)學(xué)會(huì)拼寫漢字,認(rèn)讀漢字即可。那么漢字書寫是不是真的就沒有必要了呢?如果繼續(xù)推行“認(rèn)寫同步”的教學(xué)策略,會(huì)不會(huì)挫傷中亞留學(xué)生習(xí)得漢語的積極性,如何做到認(rèn)讀與書寫合理分配?本文主要從語言認(rèn)知研究入手,結(jié)合心理學(xué)、神經(jīng)學(xué)近年新興研究成果,對留學(xué)生漢字認(rèn)知過程、漢字識記心理、心理詞典建立的分析,認(rèn)為形聲字教學(xué)可作為認(rèn)讀漢字的重要突破口。引言部分介紹了簡要分析了漢語與拼音文字的巨大差異,“漢字難”成為了世界對外漢語的公認(rèn)話題,本章就對外漢字研究現(xiàn)狀及課題意義進(jìn)行論述。第一章介紹語言認(rèn)知研究以及與語言認(rèn)知研究相關(guān)的學(xué)科,著重論述了漢字難究竟難在哪里,以及漢字認(rèn)知的過程、漢字記憶的過程。根據(jù)留學(xué)生認(rèn)知意識的發(fā)展,建議采取“認(rèn)讀”和“書寫”分開,逐漸培養(yǎng)留學(xué)生對漢字的雙通道意識。第二章,在語言認(rèn)知研究的基礎(chǔ)上,對初級漢語HSK三級中形聲字進(jìn)一步篩選和分析,同時(shí)結(jié)合近年來學(xué)者們對形聲字的分析、統(tǒng)計(jì),根據(jù)漢字歷時(shí)變化,將非一致性形聲字暫時(shí)擱置一旁,在初級階段著重培養(yǎng)留學(xué)認(rèn)讀漢字的能力,為中高級的閱讀和書寫打下基礎(chǔ)。第三章通過總結(jié)和探索,提出幾點(diǎn)形聲字對外教學(xué)的建議。漢字不僅僅記錄漢語的書寫符號,更是中華民族的文化瑰寶,也影響著我們生活和認(rèn)知的方方面面,在對外漢語教學(xué)中,留學(xué)生如若只粗淺地學(xué)會(huì)日�？谡Z交際,不會(huì)書寫理解漢字,就仿佛失去登上山頂?shù)碾A梯,永遠(yuǎn)停留在半山腰,當(dāng)然,識別漢字和書寫漢字是順序漸進(jìn)的,并且不是一概而論的,因此,對外漢字教學(xué)還任重道遠(yuǎn)。
[Abstract]:In recent years, there are more and more students studying in Central Asia in Xinjiang, and the teaching of Chinese as a foreign language in Xinjiang has developed rapidly, but at the same time, the teaching of Chinese characters as a foreign language has withstood a great test according to the investigation of the motivation of Chinese acquisition by the students in Central Asia. Most students who come to Xinjiang only want to master oral communication skills and become more competitive in business or employment. Most students do not think they need to write Chinese characters. They learn to spell Chinese characters through computers and mobile phones. You can read Chinese characters. Is it really unnecessary to write Chinese characters? If the teaching strategy of "recognition and writing synchronization" continues to be carried out, will it dampen the enthusiasm of the students from Central Asia to learn Chinese, and how to achieve a reasonable allocation of recognition and writing? Starting with the study of language cognition and combining with the new research achievements of psychology and neurology in recent years, this paper analyzes the cognitive process of Chinese characters, the psychology of Chinese character memorization, and the establishment of a psychological dictionary for foreign students. It is considered that the teaching of pictophonetic characters can be used as an important breakthrough in the recognition of Chinese characters. The introduction introduces the great differences between Chinese characters and phonetic characters, and the difficulty of Chinese characters has become a recognized topic in Chinese as a foreign language in the world. This chapter discusses the current situation and significance of the study of Chinese characters in foreign countries. The first chapter introduces the research of language cognition and the subjects related to the study of language cognition, focusing on the difficulty of Chinese characters and the process of Chinese character cognition. The process of Chinese character memorization. According to the development of the cognitive consciousness of foreign students, it is suggested that the separation of "recognition" and "writing" should be adopted to gradually cultivate students' dual channel awareness of Chinese characters. Chapter two, on the basis of the study of language cognition, Further screening and analysis of pictophonetic characters in primary Chinese HSK three levels, and combining with scholars' analysis and statistics of pictophonetic characters in recent years, according to the diachronic changes of Chinese characters, the non-uniform phonetic characters are temporarily set aside. In the primary stage, we should focus on developing the ability of studying abroad to recognize and read Chinese characters, so as to lay the foundation for the middle and advanced level of reading and writing. Chapter three, by summing up and exploring, puts forward some suggestions for teaching foreign phonetic characters. Chinese characters not only record the written symbols of Chinese, It is also the cultural treasure of the Chinese nation, and it also affects all aspects of our life and cognition. In teaching Chinese as a foreign language, students who study Chinese as a foreign language only learn how to communicate with each other in a daily manner and cannot write and understand Chinese characters. It is like losing the ladder to the top of the mountain and staying on the hillside forever. Of course, the recognition and writing of Chinese characters are gradual and not general.Therefore, there is still a long way to go in the teaching of foreign Chinese characters.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195
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本文編號：1578950