發(fā)布時(shí)間：2018-05-29 01:52

  本文選題：文化教學(xué) + 京劇臉譜　； 參考：《安陽師范學(xué)院》2015年碩士論文

【摘要】：漢語是中華文明的結(jié)晶，不僅承載了交際功能，更是中國(guó)文化的最主要載體。不管是國(guó)外的漢語作為第二語言學(xué)習(xí)者還是國(guó)內(nèi)的留學(xué)生，由于漢語教學(xué)的課程安排、教材選擇和教師教學(xué)等多方面的原因，普遍將語言學(xué)習(xí)作為第二語言學(xué)習(xí)的重點(diǎn)。然而，僅僅學(xué)習(xí)語言根本達(dá)不到有效交際的目的，必須將文化教學(xué)納入對(duì)外漢語教學(xué)體系，實(shí)現(xiàn)語言與文化相結(jié)合的綜合教學(xué)。本文在國(guó)內(nèi)外相關(guān)理論研究的基礎(chǔ)上著重分析中級(jí)漢語水平學(xué)生的文化教學(xué)需求，于包羅萬象的中國(guó)文化中選取京劇臉譜文化作為研究對(duì)象。京劇臉譜作為中國(guó)傳統(tǒng)文化的符號(hào)早已為國(guó)外學(xué)生所熟知,京劇臉譜中蘊(yùn)含豐富的儒、道、佛的精華以及中國(guó)人約定俗成的觀念，恰好符合第二語言學(xué)習(xí)者提高漢語綜合能力的需求。在這樣的背景下，本文試圖為漢語文化教學(xué)提供一份具有實(shí)際操作性的教學(xué)設(shè)計(jì)。 本文的撰寫以對(duì)河南大學(xué)國(guó)際漢學(xué)院D班的學(xué)生和教學(xué)狀況進(jìn)行的調(diào)查為基礎(chǔ)，綜合認(rèn)知心理學(xué)理論、建構(gòu)主義學(xué)習(xí)理論、傳播理論、教學(xué)理論等作為京劇臉譜文化課程教學(xué)設(shè)計(jì)的理論基礎(chǔ)。綜合運(yùn)用以學(xué)生為中心，教師為主導(dǎo)原則；循序漸進(jìn)、量力而行原則；趣味性與實(shí)用性相結(jié)合原則等科學(xué)教學(xué)原則。在對(duì)教學(xué)方案進(jìn)行綜合分析之后以《京劇臉譜》教學(xué)設(shè)計(jì)為實(shí)例展開論文。理論課主要包括京劇臉譜的基礎(chǔ)知識(shí)和內(nèi)涵解讀，目的是讓學(xué)生在有趣味性的教學(xué)活動(dòng)中更好的體會(huì)和掌握京劇臉譜的基本常識(shí)，，并形成初步的判斷。其后為實(shí)踐課，讓學(xué)生自己動(dòng)手創(chuàng)作自己喜歡的京劇臉譜形象，在教授京劇臉譜勾畫技巧的同時(shí)，增強(qiáng)學(xué)生的學(xué)習(xí)興趣。課程結(jié)束時(shí)把京劇臉譜贈(zèng)送給他們做禮物，且留下一份美好的記憶。其后對(duì)教學(xué)效果進(jìn)行綜合客觀的評(píng)價(jià)。文章最后一部分是對(duì)中國(guó)現(xiàn)階段的文化教學(xué)提出自己的建議。 本文期望,通過京劇臉譜文化教學(xué)設(shè)計(jì)增強(qiáng)在華留學(xué)生對(duì)于中國(guó)文化的理解與認(rèn)同，提高其運(yùn)用漢語的綜合能力，消除他們對(duì)中國(guó)文化學(xué)習(xí)的畏難情緒，保持對(duì)中國(guó)和中國(guó)文化的喜愛之情。同時(shí)期望通過本文的教學(xué)設(shè)計(jì)理念和實(shí)際操作經(jīng)驗(yàn)對(duì)今后的對(duì)外漢語文化教學(xué)提供一個(gè)行之有效的參考。
[Abstract]:Chinese is the crystallization of Chinese civilization, not only carrying the communicative function, but also the main carrier of Chinese culture. Whether it is foreign learners of Chinese as a second language or foreign students, due to the course arrangement of Chinese teaching, the choice of teaching materials and the teaching of teachers and other reasons, language learning is generally regarded as the focus of second language learning. However, learning language simply can not achieve the purpose of effective communication. Therefore, culture teaching must be brought into the teaching system of Chinese as a foreign language, and the integrated teaching of language and culture should be realized. On the basis of theoretical research at home and abroad, this paper focuses on the cultural teaching needs of middle level Chinese students, and selects the facial culture of Peking Opera as the research object in the all-encompassing Chinese culture. As a symbol of Chinese traditional culture, Peking Opera facial makeup has long been well known to foreign students. It contains rich Confucian, Taoist and Buddhist essence, as well as Chinese stereotypes. It is in line with the needs of second language learners to improve their Chinese comprehensive ability. In this context, this paper attempts to provide a practical teaching design for Chinese culture teaching. This paper is based on the investigation of the students and teaching status of Class D of Henan University International Han University. It integrates the theories of cognitive psychology, constructivism and communication. Teaching theory is the theoretical basis of teaching design of Peking Opera facial culture course. Comprehensive application of student-centered, teacher-led principles; step by step, within the limits of the principle, fun and practicality combined with the principles of scientific teaching principles. After a comprehensive analysis of the teaching scheme, this paper takes the teaching design of Beijing Opera face as an example. The theory course mainly includes the basic knowledge and the connotation interpretation of the Peking Opera facial composition, the purpose is to let the students better understand and master the basic common sense of the Peking Opera facial composition in the interesting teaching activity, and form the preliminary judgment. Then it is the practice lesson to let the students create their favorite Peking Opera facial image by themselves, and at the same time, to enhance the students' interest in learning while teaching the Peking Opera facial sketch skills. At the end of the course, give them Peking Opera Facebook as a gift and leave a good memory. Then the teaching effect is evaluated objectively and synthetically. The last part of the article is to put forward my own suggestions to the present stage of Chinese culture teaching. This paper hopes that through the teaching design of facial culture of Peking Opera, students in China will have a better understanding and recognition of Chinese culture, improve their comprehensive ability to use Chinese, and eliminate their fear of learning Chinese culture. Maintain love for China and its culture. At the same time, we hope to provide an effective reference for the teaching of Chinese as a foreign language in the future through the teaching design idea and practical operation experience of this paper.
【學(xué)位授予單位】：安陽師范學(xué)院
【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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