本文選題：漢字 + 韓國學(xué)生�。� 參考：《山東師范大學(xué)》2013年碩士論文

【摘要】：漢字作為記錄漢語的文字符號是漢語獨特的特征之一，尤其是漢字作為漢語詞匯的構(gòu)成部分更是學(xué)習(xí)漢語詞匯的基礎(chǔ)，因為要想學(xué)好漢語，首先最重要的就是要學(xué)好漢字。漢字教學(xué)伴隨對外漢語教學(xué)產(chǎn)生，自古已有之，但是相關(guān)的文獻(xiàn)記載甚少，一方面是由于教學(xué)者對漢字教學(xué)重視程度不夠，另一方面也是因為在對外漢語教學(xué)過程中，“詞本位”長期占據(jù)統(tǒng)治地位，人們錯誤地認(rèn)為應(yīng)該把漢字教學(xué)歸入詞匯教學(xué)之中。九十年代以后，漢字教學(xué)才逐漸受到重視，關(guān)于漢字教學(xué)的研究也逐漸增多。 伴隨著中韓兩國之間交流的進(jìn)一步加深，在學(xué)習(xí)漢語方面，韓國學(xué)生越來越成為一個不可忽視的群體，韓國是屬于漢字文化圈的國家，在學(xué)習(xí)漢字的時候有一定的優(yōu)勢，但是在另一方面也會對學(xué)生漢字習(xí)得產(chǎn)生一些負(fù)面的影響。此外，由于韓國大學(xué)的中文系對學(xué)生的漢字教學(xué)和學(xué)習(xí)研究并不是很深入，所以導(dǎo)致學(xué)生漢字基礎(chǔ)知識不是很扎實，在寫漢字的時候經(jīng)常出現(xiàn)寫錯漢字的情況。本文第一章總結(jié)了前人關(guān)于漢字偏誤及教學(xué)方面的研究及成果。旨在分析前人關(guān)于漢字研究的成果以及存在的不足和問題。第二章重點通過制定調(diào)查問卷及發(fā)放試卷的方式分析韓國學(xué)生學(xué)習(xí)漢語時產(chǎn)生的偏誤及其產(chǎn)生偏誤的原因。本章內(nèi)容通過對樣本進(jìn)行分析，將導(dǎo)致出現(xiàn)初級漢語學(xué)習(xí)者漢字書寫偏誤分為字形相近導(dǎo)致的偏誤、字音相近或相似導(dǎo)致的偏誤兩大類，另有一些無法解釋其原因的錯誤，作者將其歸因于為初學(xué)者對漢字筆畫不熟悉和自身的書寫習(xí)慣，其中字形相近導(dǎo)致的偏誤比例較高。本章內(nèi)容主要偏重于在字形相近導(dǎo)致的偏誤（部件的改換、部件的增加和減損、部件的變形與變位）、字音相近或相似導(dǎo)致的偏誤等方面進(jìn)行偏誤分析和偏誤糾正中的重要作用的分析。第三章重點是在第二章的基礎(chǔ)上制定合理有效的教學(xué)對策和教學(xué)方法，希望能對學(xué)習(xí)漢語的韓國學(xué)生起到一定的幫助作用。韓國地處漢字文化圈中，韓國漢語學(xué)習(xí)者對漢字較為熟悉，不會產(chǎn)生所謂的情感焦慮。筆者通過調(diào)查發(fā)現(xiàn)，無論是零基礎(chǔ)的公共選修課學(xué)生還是中文專業(yè)的學(xué)生，在被問及漢字學(xué)習(xí)的時候，，第一反應(yīng)通常是漢字比較難，信心不足�！芭d趣是最好的老師”，所以漢字教學(xué)的第一道關(guān)口還是激發(fā)學(xué)生的學(xué)習(xí)興趣，增強學(xué)生學(xué)習(xí)漢字的信心。在增強信心的基礎(chǔ)上通過有效的教學(xué)方法進(jìn)行合理的教學(xué)安排。 在孔子學(xué)院和各種非專業(yè)非學(xué)歷漢語教育迅速發(fā)展的大背景下，作者認(rèn)為做好這方面的研究對漢語的國際推廣有積極的意義。
[Abstract]:Chinese character is one of the unique features of Chinese language, especially Chinese characters as a part of Chinese vocabulary is the basis of learning Chinese vocabulary, because in order to learn Chinese well, the most important thing is to learn Chinese characters well. Chinese character teaching comes into being with the teaching of Chinese as a foreign language, which has existed since ancient times, but the relevant documents are very few. On the one hand, the Chinese character teaching is not paid enough attention to by the teachers, on the other hand, it is also because in the process of teaching Chinese as a foreign language, Word-based teaching has been dominant for a long time and people mistakenly believe that Chinese character teaching should be included in vocabulary teaching. Since 1990's, Chinese character teaching has been paid more and more attention. With the further deepening of exchanges between China and South Korea, Korean students have increasingly become a group that can not be ignored in learning Chinese. South Korea is a country belonging to the cultural circle of Chinese characters, and it has certain advantages in learning Chinese characters. However, on the other hand, it will have some negative effects on the acquisition of Chinese characters. In addition, because the Chinese department of Korean University is not very thorough in the teaching and study of Chinese characters, the basic knowledge of Chinese characters is not very solid, and the situation of writing wrong Chinese characters often occurs when writing Chinese characters. The first chapter summarizes the previous researches and achievements on Chinese character bias and teaching. The purpose is to analyze the achievements, shortcomings and problems of previous researches on Chinese characters. The second chapter analyzes the errors and causes of Korean students' errors in learning Chinese by making questionnaires and issuing test papers. Through the analysis of the sample, the primary Chinese learners' Chinese character writing errors can be divided into two categories: the errors caused by the similar characters, the errors caused by the similar characters and sounds, and the errors which can not explain the reasons for the errors. The author ascribes it to beginners' unfamiliar with Chinese characters and their own writing habits, in which the ratio of errors caused by the similarity of font shape is relatively high. This chapter focuses on errors caused by similar font shapes (replacement of components, addition and loss of components, etc.) The deformation and displacement of components, the errors caused by similar or similar characters and sounds are analyzed and the important role of error correction is analyzed. The third chapter focuses on formulating reasonable and effective teaching strategies and teaching methods on the basis of the second chapter, hoping to help Korean students to learn Chinese. Korean Chinese learners are familiar with Chinese characters and do not have the so-called emotional anxiety. The author finds that the first reaction is that Chinese characters are difficult and lack of confidence when asked whether they are public elective students with zero basis or students majoring in Chinese characters. "interest is the best teacher", so the first key to Chinese character teaching is to stimulate students' interest in learning Chinese characters and enhance their confidence in learning Chinese characters. On the basis of enhancing confidence, reasonable teaching arrangements are made through effective teaching methods. Against the background of the rapid development of Confucius Institute and non-academic Chinese education, the author thinks that doing well in this field is of positive significance to the international promotion of Chinese.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：1966398