本文選題：對外漢語教材 + 近義詞語辨析��； 參考：《南京大學(xué)》2015年碩士論文

【摘要】：近義詞語辨析是任何語言詞匯教學(xué)中都必不可少的一塊內(nèi)容,而教材作為課堂教學(xué)的重要紙質(zhì)藍(lán)本則需要將這塊內(nèi)容向教與學(xué)雙方都明確地展示出來。本文的研究對象實(shí)際上就是對外漢語教材關(guān)于近義詞語辨析板塊的一切展示,包括其展示的形式、方法與內(nèi)容,所有研究考察在定量與定性兩個大框架下進(jìn)行。在定量研究中,首先發(fā)現(xiàn)目前兩大主要出版社所出版的面向綜合課的對外漢語教材中專門設(shè)計(jì)近義詞語辨析板塊的教材比重偏少,這與對漢語中近義詞語辨析的研究力度及近義詞語在對外漢語教學(xué)中的重要地位不符,也說明進(jìn)行相關(guān)領(lǐng)域研究、推動近義詞語辨析板塊在教材中的落實(shí)與發(fā)展是非常有必要的。而通過對從設(shè)有該板塊的教材中挑選出的幾套有代表性教材的數(shù)據(jù)統(tǒng)計(jì)與分析發(fā)現(xiàn),它們相對大型對外漢語近義詞語辨析詞典的辨析比普遍較低,這說明近義詞語辨析板塊與詞匯釋義之間存在數(shù)量上的不匹配現(xiàn)象,前者在總量上仍有進(jìn)一步提升的空間。而不同詞性的近義詞語辨析比例相對都比較合理則說明目前的教材對近義詞語的選擇面比較開闊、比較接近于實(shí)際使用情況。幾套教材中相同語素近義詞語的大比重則啟示我們開展辨析工作時要利用好語素分析的方法。此外,每套教材中超半數(shù)非本階段詞匯等級的詞匯也以數(shù)據(jù)證實(shí)了近義詞語辨析在詞匯教學(xué)上承上啟下的銜接功能,進(jìn)一步明確了設(shè)置并擴(kuò)大該板塊的合理性。在定性研究中,本文從辨析方法、用例和配套練習(xí)三個方面進(jìn)行考察。辨析方法又從辨析角度、辨析語言與形式、釋義方法三個方面去分析,其中高級階段教材辨析角度普遍比較細(xì)致全面,而初中級則以抓主干為主,這也與各階段學(xué)習(xí)者實(shí)際需求與接受能力相適應(yīng),主要的不足則有部分教材主要角度缺失、某些角度難以直觀感知等。在辨析語言與形式上,多數(shù)語言簡潔易懂,與本階段學(xué)生漢語水平相符,一些初級教材對辨析形式的靈活選用則非常值得推廣,但一些中高級教材中存在過難、過繁的問題,有悖于實(shí)用原則;而各冊教材的近義詞語釋義方法多能依詞而變,不拘泥于傳統(tǒng)漢語本體研究,存在不不足主要是部分釋義表達(dá)與詞性不符、一些釋義因直接套用母語者詞典解釋而缺乏針對性,等等。在釋義方法上,詞典法、近/反義詞法、語素分析法、語境法等都是這幾套教材中經(jīng)常采用的方法,其編排絕大多是適用且合理的。在用例的安排上,所有教材都意識到例句對近義詞語辨析的重要作用,作了相關(guān)安排;但部分存在數(shù)量少、對比不明確、準(zhǔn)確性有瑕疵等問題。而配套練習(xí)一塊,一些教材完全沒有隨書設(shè)計(jì),另一些教材則額外附帶了獨(dú)立的練習(xí)冊,除了數(shù)量偏少的普遍問題外,還有題型單一、枯燥的現(xiàn)象。根據(jù)定量與定性兩個大視角的綜合考察分析,我們從教材編寫與教學(xué)實(shí)施兩方面針對對外漢語教材中的近義詞語辨析板塊設(shè)置提出以下一些建議:(1)綜合課教材及部分口語課教材中應(yīng)當(dāng)設(shè)置近義詞語辨析板塊,多數(shù)已有的還應(yīng)作適當(dāng)擴(kuò)容;(2)每冊教材近義詞語辨析比應(yīng)向20%這個比例靠近;(3)選析的近義詞語不同詞性比重與詞匯等級比重應(yīng)該合理;(4)辨析方法應(yīng)適宜且多樣:角度合理,語言平實(shí),形式靈活;(5)例句與配套練習(xí)應(yīng)足量且有針對性;(6)整套教材前后梯度合理、銜接連貫;(7)充分吸收本體研究成果;(8)基于教材辨析內(nèi)容結(jié)合課堂實(shí)際情況隨機(jī)應(yīng)變,采用多種形式的口頭辨析教學(xué)與練習(xí)鞏固。
[Abstract]:The discrimination of near meaning words is an essential part of the teaching of any language vocabulary, and the important paper book, as the important paper book, needs to be clearly displayed to both teachers and students. The object of this study is in fact all the display of the teaching materials of Chinese as a foreign language. In the quantitative and qualitative two major frameworks, the form, the method and the content of the study are carried out. In the quantitative study, it is found that the proportion of the textbooks specially designed for the discrimination and analysis of the near meaning words in the foreign Chinese textbooks published by the two major publishing houses is less than that of the synonyms in Chinese. The importance of the analysis and the important position of the near meaning words in the teaching of Chinese as a foreign language are not consistent. It also shows that it is necessary to carry out the research in the related fields and promote the implementation and development of the synonymous words and expressions in the teaching materials. It is found that the discriminative dictionaries of the relative large Chinese words and expressions are relatively low, which shows that there is a number of mismatches between the discrimination and the lexical interpretation of the near meaning words, and the former is still further promoted in the total amount. The previous textbooks are relatively open to the choice of synonyms and close to the actual use. The large proportion of the same morpheme synonyms in a few sets of textbooks enlightens us that we should use good morpheme analysis in the discrimination and analysis. In addition, more than half of the vocabulary in each set of textbooks also confirm the near sense with data. In the qualitative study, this article examines the three aspects of the qualitative research, namely, the discrimination method, the use case and the supporting practice. The analysis and analysis methods are also analyzed from the angle of discrimination and analysis of language and form and the method of interpretation, which is advanced in three aspects. The differentiation and analysis angle of the stage teaching materials is generally more detailed and comprehensive, while the primary and middle level is mainly to grasp the main trunk, which is also adapted to the actual needs and acceptance abilities of the learners at various stages. The main deficiencies are the lack of some main points of teaching materials and the difficulty of intuitionistic perception in some angles. The students' Chinese level is consistent, and the flexible selection of the discriminative forms in some primary teaching materials is worth popularizing. However, there are some difficulties in the middle and advanced teaching materials, which are contrary to the practical principles. The paraphrase expression is not consistent with the part of speech. Some interpretations are directly applied to the native speaker's dictionary interpretation and lack of pertinence. In the interpretation method, the dictionary method, the near / antonym method, the morpheme analysis method, the context method and so on are all the methods used frequently in these sets of textbooks. The most of them are suitable and reasonable. In the arrangement of use cases, all the teaching materials are arranged. All of them have been aware of the important role of examples in the discrimination and analysis of near meaning words, but there are some problems, such as small numbers, unclear comparison, and defects in accuracy. According to the comprehensive investigation and analysis of the two large angles of quantitative and qualitative analysis, we put forward the following suggestions from the two aspects of the compilation and implementation of teaching materials and the implementation of teaching materials. (1) the analysis and analysis of the near meaning words should be set up in the comprehensive teaching materials and some of the oral teaching materials. Most of the existing ones should be appropriately expanded; (2) the ratio of the words and expressions in each book is close to the proportion of 20%. (3) the proportion of different words and words should be reasonable, and (4) the method of discrimination should be suitable and varied: the angle is reasonable, the language is flat, and the form is flexible; (5) the examples and matching exercises should be full and pertinent; (6) the whole set of teaching materials have a reasonable gradient and coherence, and (7) fully absorb the research results of the ontology; (8) based on the teaching material and the actual situation in the classroom, the teaching and practice are consolidated in many forms.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195.4

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