本文選題：東干族 + 文化認(rèn)同��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：東干族學(xué)生是漢語(yǔ)國(guó)際教育中一個(gè)特殊的教育群體,他們是19世紀(jì)下半葉在中國(guó)西北地區(qū)發(fā)生的回民起義被清朝統(tǒng)治者鎮(zhèn)壓的一部分將士的家屬和后裔,當(dāng)時(shí)定居在俄羅斯境內(nèi),在蘇聯(lián)建國(guó)以后,被認(rèn)定為“東干族”本文在前人研究成果的基礎(chǔ)上,針對(duì)陜西師范大學(xué)國(guó)際漢學(xué)院來(lái)華東干族學(xué)生的調(diào)查問(wèn)卷以及訪談分析,并結(jié)合筆者的課堂教學(xué)實(shí)踐與些許經(jīng)驗(yàn),從對(duì)外漢語(yǔ)教學(xué)的實(shí)際出發(fā),以文化認(rèn)同為基點(diǎn),對(duì)來(lái)華的東干族學(xué)生漢語(yǔ)學(xué)習(xí)存在的問(wèn)題與教師在課堂中如何恰當(dāng)?shù)倪\(yùn)用教學(xué)策略進(jìn)行了探究。其中包括東干族學(xué)生漢語(yǔ)學(xué)習(xí)的有利與不利因素,教師在教學(xué)中存在的問(wèn)題,同時(shí)還討論了筆者實(shí)踐中采用的某些具體教學(xué)策略等。本論文在結(jié)構(gòu)上主要由四部分構(gòu)成。第一章為文獻(xiàn)綜述,主要闡述了本文研究的背景、對(duì)象、研究意義和研究方法,以及國(guó)內(nèi)學(xué)者對(duì)于東干族的語(yǔ)言、文化、教學(xué)等方面的研究現(xiàn)狀等。第二章主要介紹了東干族的形成及來(lái)華學(xué)生漢語(yǔ)學(xué)習(xí)的因素分析,本文依據(jù)已有的第二語(yǔ)言學(xué)習(xí)因素的研究成果具體分析了東干族漢語(yǔ)學(xué)習(xí)者的有利和不利因素,有利因素從學(xué)習(xí)心理、學(xué)習(xí)動(dòng)機(jī)和文化認(rèn)同的角度進(jìn)行分析,不利因素從母語(yǔ)遷移、課堂氣氛、學(xué)習(xí)態(tài)度和習(xí)慣等方面進(jìn)行分析。第三章是來(lái)華東干族學(xué)生的漢語(yǔ)教學(xué)策略。本章導(dǎo)入漢語(yǔ)教學(xué)中存在的問(wèn)題如教師不甚了解學(xué)生的學(xué)習(xí)動(dòng)機(jī),教師對(duì)學(xué)生的關(guān)注度不同以及教學(xué)過(guò)程中缺乏靈活性等,針對(duì)諸多問(wèn)題從語(yǔ)音、漢字等方面筆者提出了幾則策略。由于東干語(yǔ)是中國(guó)西北方言的一種特殊變體,根據(jù)對(duì)比分析筆者對(duì)語(yǔ)音教學(xué)提出了教學(xué)策略；針對(duì)東干學(xué)生所出現(xiàn)的漢字偏誤,并根據(jù)教學(xué)實(shí)踐過(guò)程中對(duì)學(xué)生聽(tīng)寫的偏誤記錄與訪談?dòng)涗洖榻處熖峁┝藵h字教學(xué)的多種訓(xùn)練方式。第四章以筆者在教學(xué)實(shí)踐中的具體實(shí)施的兩則策略進(jìn)行了分析。以情景教學(xué)策略和組團(tuán)合作學(xué)習(xí)策略為例,分別以真實(shí)的案例闡述兩種策略的設(shè)計(jì)思路,同時(shí)對(duì)教學(xué)過(guò)程中的問(wèn)題進(jìn)行總結(jié)。
[Abstract]:Donggan students are a special educational group in the international education of Chinese. They are the relatives and descendants of some of the soldiers who were suppressed by the rulers of the Qing Dynasty during the Hui uprising that occurred in Northwest China in the second half of the 19th century. At that time, he settled in Russia, after the founding of the Soviet Union, he was recognized as a "Donggan nationality." on the basis of previous research results, this paper aims at the questionnaire and interview analysis of the students from the International Han College of Shaanxi normal University who came to East China. Combined with the author's classroom teaching practice and some experience, starting from the reality of teaching Chinese as a foreign language, based on cultural identity, This paper probes into the problems existing in Donggan nationality students' Chinese learning in China and how teachers use teaching strategies properly in class. It includes the favorable and unfavorable factors of Donggan nationality students' Chinese learning, the problems existing in teachers' teaching, and also discusses some specific teaching strategies adopted by the author in practice. The structure of this paper is composed of four parts. The first chapter is a literature review, mainly describes the background, object, research significance and research methods, as well as the domestic scholars of the Donggan language, culture, teaching and other aspects of research status. The second chapter mainly introduces the formation of the Donggan nationality and the analysis of the factors of the students' Chinese learning in China. Based on the existing research results of the second language learning factors, this paper analyzes the advantages and disadvantages of the Donggan nationality Chinese learners. The favorable factors are analyzed from the perspective of learning psychology, learning motivation and cultural identity, while the disadvantages are analyzed from the aspects of mother tongue transfer, classroom atmosphere, learning attitude and habits. The third chapter is to come to East China Gan nationality students' Chinese teaching strategy. This chapter introduces the problems existing in Chinese teaching, such as the teachers do not understand the students' learning motivation, the teachers pay different attention to the students and the lack of flexibility in the teaching process, and so on. The author puts forward several strategies in the aspects of Chinese characters and so on. As Donggan dialect is a special variant of Northwest Chinese dialect, the author puts forward teaching strategies for phonetic teaching according to the comparative analysis, aiming at the errors of Chinese characters in Donggan students. According to the record of students' dictation and interview in teaching practice, it provides teachers with a variety of training methods in Chinese character teaching. The fourth chapter analyzes the two strategies that the author carries out in teaching practice. Taking the situational teaching strategy and the group cooperative learning strategy as examples, the design ideas of the two strategies are expounded with real cases, and the problems in the teaching process are summarized at the same time.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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