本文選題：對俄漢語教學　切入點：詞匯　出處：《蘇州大學》2013年碩士論文

【摘要】：相較于英語系國家漢語教學的興盛，俄羅斯對外漢語教學相對滯后。這對拼音、聲調(diào)、基本語法等最基礎(chǔ)的漢語教學內(nèi)容的影響并不大，但一旦涉及更高層次的內(nèi)容，特別是涉及到深層的文化因素，如果教學水平達不到相應(yīng)的要求，教學內(nèi)容過于老套，過于格式化，不能滿足學生提高漢語水平的需求，這就會嚴重制約學生漢語水平的提高。由于中俄文化習俗的差異，我們在對俄漢語教學中尤其要重視一些詞匯的象征意義的“同”與“異”。 語音、詞匯和語法是語言的三要素，因此想學好一門語言，學好詞匯是非常重要的。詞匯教學時，老師傳授給學生的不能僅僅是詞匯的字面意義，，更需要涉及文化層面，將外語與母語的詞匯象征意義進行對比，全面地進行詞匯教學。目前學界內(nèi)對中俄詞匯的研究都集中于詞匯的本體研究，這為我們進行教學研究提供了理論基礎(chǔ)，但這些研究都僅僅停留在對中俄詞匯象征意義異同的對比上，并沒有涉及教學層面。 本文選取了動物、數(shù)字、顏色詞匯中的一些具有代表性的詞匯，總結(jié)了前人的研究成果，收集語言中的實例，著重在象征意義的異同對比，分析教學中需要注意的方面，并嘗試進行了教學設(shè)計，制定出教學方案，將已有的理論知識運用于實踐。筆者希望通過此項研究，促進對俄漢語教學工作。
[Abstract]:Compared with the prosperity of Chinese teaching in English department countries, Russian foreign language teaching lags behind.This does not have a great impact on the most basic Chinese teaching content, such as pinyin, tone, basic grammar, etc., but once it involves a higher level of content, especially when it comes to deep cultural factors, if the teaching level fails to meet the corresponding requirements,The teaching content is too old-fashioned and too formatted to meet the needs of the students to improve their Chinese proficiency, which will seriously restrict the improvement of students' Chinese proficiency.Due to the differences between Chinese and Russian cultural customs, we should pay special attention to the symbolism and difference of some words in Russian Chinese teaching.Pronunciation, vocabulary and grammar are three elements of language, so it is very important to learn a language well.In vocabulary teaching, what teachers teach students is not only the literal meaning of vocabulary, but also the cultural aspect. The symbolic meaning of foreign language is compared with that of mother tongue, and vocabulary teaching is carried out in an all-round way.At present, the study of Chinese and Russian vocabulary is focused on the study of lexical Noumenon, which provides a theoretical basis for our teaching research, but these studies only focus on the comparison of the similarities and differences of the symbolic meanings of Chinese and Russian vocabulary.And does not involve the teaching level.This paper selects some representative words in animal, number and color vocabulary, summarizes the previous research results, collects examples in language, focuses on the similarities and differences of symbolic meanings, and analyzes the aspects needing attention in teaching.The author tries to design the teaching, draw up the teaching plan, and apply the existing theoretical knowledge to practice.The author hopes to promote the teaching of Russian Chinese through this research.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1719938