本文選題：圖式理論 + 空缺圖式��； 參考：《河北師范大學》2013年碩士論文

【摘要】：圖式是知識組織的形式。現(xiàn)代圖式理論從心理學領域發(fā)展到語言學研究中，已經得到很多研究和應用，但是關于圖式理論在對外漢語詞匯中的應用研究還不成熟，也不夠充分。本論文以圖式理論為理論依據，從學習者的認知心理角度出發(fā)，通過調整學習者舊有圖式來構建新圖式，填補學習者圖式的空缺，使?jié)h語詞匯以圖式的形式儲存在學習者大腦中。 本研究把漢語詞匯與英語詞匯的對比分為四種圖式類型：重合圖式、差異圖式、對立圖式和空缺圖式，根據詞匯意義包括概念意義和聯(lián)想意義，詞匯圖式也可包括概念意義圖式和聯(lián)想意義圖式兩個子圖式。依據此分類方式可把空缺圖式進一步分為概念空缺、詞語空缺和聯(lián)想空缺三類。 要確定空缺圖式詞匯的教學方法需要首先了解圖式空缺形成的原因，本論文把空缺圖式的范疇與成因細分為七個部分：地理環(huán)境、生活習俗、歷史文化、宗教文化、政治制度、語言文字和文學淵源。以空缺圖式詞匯的分類及其范疇與成因為基礎，本文探討了構建詞匯圖式、填補圖式空缺的教學策略。以科學性、系統(tǒng)性、實踐性和文化性為教學原則，以圖式構建的階段性為指導，從詞匯圖式的中心向外圍擴展，先構建中心圖式，然后填充外圍圖式，，逐步構建起完整的圖式。 運用圖式理論進行空缺圖式詞匯的教學，在具體的教學方法上可使用圖式直觀形象給予法、翻譯解釋法、語境呈現(xiàn)法、講解法等使學習者構建起中心圖式，使用概念意義擴展法、聯(lián)想意義構建法等幫助學習者填充外圍圖式，并采用一些練習使學習者構建起的圖式得以鞏固和完善。 用圖式理論指導對外漢語詞匯的教學，可使教學方法得到改進，使詞匯教學取得更佳的效果，使詞匯在漢語學習中發(fā)揮應有的作用。
[Abstract]:Schemata are forms of knowledge organization. From the field of psychology to the study of linguistics, modern schema theory has been studied and applied in many fields. However, the research on the application of schema theory in Chinese vocabulary as a foreign language is still immature and inadequate. On the basis of schema theory and from the perspective of learners' cognitive psychology, this thesis constructs new schemata by adjusting learners' old schemas to fill the gaps in learners' schemata. Chinese vocabulary is stored in the learner's brain in schematic form. In this study, the comparison between Chinese and English vocabulary is divided into four types: coincidence schema, differential schema, opposites schema and vacancy schema. According to the lexical meaning, it includes conceptual meaning and associative meaning. Lexical schemata can also include conceptual meaning schemata and associative meaning schemata. According to this classification, the vacancy schema can be further divided into three categories: conceptual vacancy, word vacancy and associative vacancy. In order to determine the teaching method of the vacant schema vocabulary, we should first understand the reasons for the formation of the schema vacancy. This paper divides the category and cause of the vacancy schema into seven parts: geographical environment, life custom, history and culture, religion culture, political system, etc. The origin of language and literature. Based on the classification of vacant schema vocabulary and its categories and causes, this paper discusses the teaching strategies of constructing vocabulary schema and filling schema vacancy. Based on the teaching principles of scientific, systematic, practical and cultural, and under the guidance of the stage of schema construction, this paper expands from the center of the lexical schema to the periphery, first constructs the central schema, then fills in the peripheral schema, and builds up the complete schema step by step. Applying schema theory to the teaching of vacant schema vocabulary, we can use the visual image giving method, translation interpretation method, contextual presentation method and explanation method to construct the central schema in the specific teaching methods. The use of conceptual meaning extension method and associative meaning construction method helps learners fill in peripheral schemas and some exercises are used to consolidate and improve the schemas constructed by learners. Using schema theory to guide the teaching of Chinese vocabulary as a foreign language can improve the teaching method, achieve better results in vocabulary teaching and make vocabulary play its due role in Chinese learning.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：2023259