本文選題：《中文聽說讀寫》 + 《體驗(yàn)漢語(yǔ)》�。� 參考：《中央民族大學(xué)》2013年碩士論文

【摘要】：教材對(duì)每個(gè)學(xué)科的建設(shè)和完善都起著至關(guān)重要的作用。教材的分析和教法的研究,是提高教學(xué)質(zhì)量,實(shí)現(xiàn)教學(xué)過程最優(yōu)化的重要內(nèi)容和手段。教材的編寫受多種因素影響,尤其是教學(xué)法理論的影響。而就第二語(yǔ)言教材而言,教學(xué)法理論是其直接理論依據(jù)。在教材的編寫過程中一定會(huì)受到一種或多種教學(xué)法的影響,而每種教材也都能體現(xiàn)這些教學(xué)法的影響。 語(yǔ)法教學(xué)是第二語(yǔ)言教學(xué)的基礎(chǔ)部分。在不同教學(xué)法指導(dǎo)下的教材中,對(duì)語(yǔ)法的處理也有所不同。對(duì)某一教學(xué)法指導(dǎo)下的教材的語(yǔ)法部分進(jìn)行考察,可以看出該教學(xué)法的教學(xué)理念,以及該教學(xué)法對(duì)語(yǔ)法教學(xué)的處理策略。基于這一認(rèn)識(shí),本文選取聽說法指導(dǎo)下的教材《中文聽說讀寫》和交際法指導(dǎo)下的教材《體驗(yàn)漢語(yǔ)》,以《高等學(xué)校外國(guó)留學(xué)生漢語(yǔ)教學(xué)大綱：長(zhǎng)期進(jìn)修》(簡(jiǎn)稱《大綱》)為參照,對(duì)這兩套教材的語(yǔ)法部分進(jìn)行對(duì)比研究,借此考察聽說法和交際法兩種教學(xué)流派對(duì)語(yǔ)法教學(xué)的不同處理。 本文比較的范圍涉及《中文聽說讀寫》和《體驗(yàn)漢語(yǔ)》兩套教材的語(yǔ)法項(xiàng)目、語(yǔ)法注釋及語(yǔ)法練習(xí)。研究發(fā)現(xiàn),《中文聽說讀寫》的語(yǔ)法項(xiàng)目無(wú)論在數(shù)量上還是在語(yǔ)法項(xiàng)目對(duì)《大綱》的覆蓋率上均高于《體驗(yàn)漢語(yǔ)》,體現(xiàn)了聽說法重視語(yǔ)法結(jié)構(gòu)的特點(diǎn)；《體驗(yàn)漢語(yǔ)》則受交際法影響比較深,不追求嚴(yán)格遵循《大綱》中的語(yǔ)法結(jié)構(gòu)。從語(yǔ)法注釋來看,《中文聽說讀寫》的注釋分為文邊注和專門語(yǔ)法注釋,體現(xiàn)了對(duì)語(yǔ)法的重視；而《體驗(yàn)漢語(yǔ)》缺乏對(duì)語(yǔ)法點(diǎn)的系統(tǒng)闡釋,體現(xiàn)了交際法淡化語(yǔ)法結(jié)構(gòu)的特點(diǎn)。從語(yǔ)法練習(xí)來看,《中文聽說讀寫》的總題量和課均題量都高于《體驗(yàn)漢語(yǔ)》,體現(xiàn)了聽說法注重語(yǔ)言練習(xí)的特點(diǎn),而且其題型種類較少,主要是各種形式的替換練習(xí),體現(xiàn)了聽說法利用替換練習(xí)幫助學(xué)生形成語(yǔ)言習(xí)慣的特點(diǎn)；《體驗(yàn)漢語(yǔ)》則題型更為多樣,而且有大量的創(chuàng)作型、交際性練習(xí),體現(xiàn)了交際法的特點(diǎn)
[Abstract]:Teaching materials play a vital role in the construction and improvement of each discipline. The analysis of teaching materials and the research of teaching methods are important contents and means to improve teaching quality and realize the optimization of teaching process. The compilation of textbooks is influenced by many factors, especially the theory of pedagogy. As far as the second language teaching material is concerned, the theory of pedagogy is its direct theoretical basis. In the process of compiling the textbook, it will be influenced by one or more teaching methods, and each kind of teaching material can also reflect the influence of these teaching methods. Grammar teaching is the basic part of second language teaching. In the teaching materials under the guidance of different teaching methods, the treatment of grammar is also different. Through the investigation of the grammar part of the teaching material under the guidance of a certain teaching method, we can see the teaching idea of the teaching method and the treatment strategy of the teaching method to the grammar teaching. Based on this understanding, this paper selects the teaching materials "Chinese listening, speaking, reading and writing" under the guidance of listening and speaking method and the teaching material "experience Chinese" under the guidance of communicative method, referring to "Chinese syllabus for Foreign students in Colleges and Universities: long term study" (abbreviated as "outline"). This paper makes a comparative study of the grammatical parts of the two sets of teaching materials, so as to investigate the different treatment of grammar teaching by the two schools of listening and speaking and communicative approach. The scope of this paper is about grammar items, grammar notes and grammar exercises of two sets of textbooks: listening, speaking, reading, writing and reading in Chinese and experiencing Chinese. The study found that the grammatical items of "Chinese listening, speaking, reading and writing" are higher than "experience Chinese" in terms of quantity and coverage of grammatical items, which shows that listening and speaking pays more attention to grammatical structure; It is deeply influenced by communicative methods. Do not pursue strict adherence to the grammatical structure in the outline. From the perspective of grammatical annotation, the annotation of "Chinese listening, speaking, reading and writing" can be divided into two parts: the note of writing, listening and writing, and the annotation of special grammar, which reflects the importance of grammar, but the lack of systematic interpretation of grammar points in "experience Chinese", which reflects the characteristics of communicative approach in desalination of grammatical structure. From the grammar practice point of view, the total number of questions and the average number of subjects in Chinese listening, speaking, reading and writing are higher than those in "experience Chinese", which shows that listening and speaking pays attention to language practice, and there are few types of questions, mainly in various forms of replacement exercises. It reflects the characteristics of listening and speaking using substitution exercises to help students form language habits; "experience Chinese" is more diverse, and there are a large number of creative, communicative exercises, reflecting the characteristics of the communicative approach.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.4

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 叢環(huán)宇;中高級(jí)對(duì)外漢語(yǔ)教材交際性練習(xí)題分析與設(shè)計(jì)[D];山東師范大學(xué);2012年

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本文編號(hào)：1806292