本文選題：漢字 + 教材　； 參考：《上海師范大學(xué)》2013年碩士論文

【摘要】：對(duì)外漢字課程一直被視為其他課程的輔助課程，沒(méi)有獲得應(yīng)得的關(guān)注。雖然近些年來(lái)，學(xué)界對(duì)漢字教學(xué)有關(guān)注的傾向，但很少?gòu)恼嬲饬x上重視它，其仍然處于尷尬的境地。這種對(duì)漢字教學(xué)的定位，完全忽略了漢字作為與口語(yǔ)交際相并行的書(shū)面語(yǔ)交際的作用。一般來(lái)說(shuō)，教材的編寫(xiě)都是對(duì)某一時(shí)期教學(xué)研究成果或教學(xué)法的反映，如果教學(xué)實(shí)踐和教學(xué)研究得不到重視，那么教材的編寫(xiě)也會(huì)遭遇瓶頸，其編寫(xiě)質(zhì)量也必定達(dá)不到理想的水平。然而，初級(jí)對(duì)外漢字教材編寫(xiě)又是各個(gè)等級(jí)對(duì)外漢字教材編寫(xiě)中的重中之重。因?yàn)闈h語(yǔ)學(xué)習(xí)者特別是從未接觸過(guò)漢字的非漢字文化圈的學(xué)習(xí)者，如果在漢字學(xué)習(xí)的初級(jí)階段打不下較好的基礎(chǔ)，那么就會(huì)影響到整個(gè)漢語(yǔ)學(xué)習(xí)的過(guò)程。我們正是基于以上現(xiàn)實(shí)情況，對(duì)初級(jí)對(duì)外漢字教材進(jìn)行評(píng)估，追溯問(wèn)題的原因，，并提出策略，希望對(duì)初級(jí)對(duì)外漢字教學(xué)及教材編寫(xiě)有所補(bǔ)益。本論文的主要內(nèi)容包括以下五個(gè)方面： 第一章主要介紹本論文的選題意義、對(duì)外漢字教材的研究概況、采用的理論和方法。其中研究概況部分從對(duì)外漢字教材的編寫(xiě)概況和研究概況兩個(gè)方面進(jìn)行分析、概括和總結(jié)。 第二章介紹教材的相關(guān)標(biāo)準(zhǔn)以及作為評(píng)估對(duì)象的三部教材。主要包括：教材的分類(lèi)標(biāo)準(zhǔn)、教材的選擇標(biāo)準(zhǔn)、三部初級(jí)對(duì)外漢字教材的選定理由及其主要內(nèi)容介紹和三部教材的評(píng)估標(biāo)準(zhǔn)五個(gè)部分。 第三章是本論文的研究重點(diǎn)，主要從研究者和學(xué)習(xí)者兩個(gè)視角對(duì)所選的三部初級(jí)對(duì)外漢字教材進(jìn)行評(píng)估。研究者視角主要是以教材自身的特點(diǎn)為依據(jù)進(jìn)行評(píng)估；學(xué)習(xí)者視角主要是對(duì)學(xué)習(xí)者進(jìn)行問(wèn)卷調(diào)查，然后對(duì)問(wèn)卷結(jié)果進(jìn)行分析來(lái)評(píng)估教材。最后對(duì)兩個(gè)視角的評(píng)估結(jié)果進(jìn)行歸納，進(jìn)而總結(jié)出三部教材的主要優(yōu)點(diǎn)和不足。 第四章從教材的針對(duì)性、教材中字種和字量的選擇以及字序的安排、練習(xí)的設(shè)計(jì)和編寫(xiě)、生字復(fù)現(xiàn)率對(duì)漢字記憶的影響四個(gè)方面提出教材編寫(xiě)建議。 第五章從總體上介紹了本論文在寫(xiě)作前和寫(xiě)作中遇到的一些問(wèn)題，并介紹了解決這些問(wèn)題的策略。
[Abstract]:The foreign Chinese character course has been regarded as the supplementary course of other courses and has not received the attention it deserves. In recent years, scholars pay attention to the teaching of Chinese characters, but seldom attach importance to it in a real sense, and it is still in an awkward situation. This orientation of Chinese character teaching completely ignores the role of Chinese characters as written language communication in parallel with oral communication. Generally speaking, the compilation of teaching materials is a reflection of the results of teaching research or teaching methods in a certain period. If teaching practice and teaching research are not paid attention to, the compilation of textbooks will also encounter a bottleneck. The quality of its writing must not reach the desired level. However, the compilation of primary foreign Chinese character textbooks is the most important in the compilation of foreign Chinese characters textbooks at all levels. Because Chinese learners, especially those who have never come into contact with Chinese characters, can not lay a good foundation in the initial stage of Chinese characters learning, then it will affect the whole process of Chinese learning. Based on the above realistic situation, we evaluate the teaching materials of primary foreign Chinese characters, trace back the causes of the problems, and put forward some strategies, hoping to help the teaching and compiling of primary foreign Chinese characters. The main contents of this thesis include the following five aspects: The first chapter mainly introduces the significance of this thesis, the general situation of the research on the textbooks of foreign Chinese characters, and the theory and methods adopted. In this part, the author analyzes and summarizes the compilation and research of Chinese characters textbook. The second chapter introduces the relevant standards and three textbooks as the object of evaluation. It mainly includes: the classification standard of the teaching material, the selection standard of the teaching material, the reasons for the selection of the three primary external Chinese character textbooks and the introduction of the main contents, and the evaluation standard of the three textbooks. The third chapter is the focus of this thesis, mainly from the perspective of researchers and learners to evaluate the three primary foreign Chinese teaching materials. The perspective of the researcher is mainly based on the characteristics of the textbook, while the perspective of the learner is mainly to survey the learners, and then to analyze the results of the questionnaire to evaluate the teaching materials. Finally, the evaluation results of the two perspectives are summarized, and the main advantages and disadvantages of the three textbooks are summarized. The fourth chapter puts forward the suggestions from four aspects: the pertinence of the teaching material, the choice of the characters and the quantity of the characters in the textbook, the arrangement of the word order, the design and compilation of the exercises, and the influence of the repetition rate of the new characters on the Chinese character memory. Chapter five introduces some problems before and during writing, and the strategies to solve these problems.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.4

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