本文選題：日本文化 + 行為文化　； 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：關(guān)于“文化”的概念，人們有許多不同的界定。而文化對(duì)于人的影響，也是多方面的。作為一個(gè)個(gè)體人來(lái)說(shuō)，，民族文化中的“行為文化”和“觀念文化”都深深影響著其生活和學(xué)習(xí)。 從民族文化構(gòu)成層次來(lái)看，所謂行為文化是指一個(gè)民族長(zhǎng)期形成的慣性的生活方式和實(shí)際行為，是通過(guò)生活學(xué)習(xí)和交際過(guò)程中的態(tài)度、習(xí)俗和禮儀等形態(tài)表現(xiàn)出來(lái)的行為模式。觀念文化是指一個(gè)民族的傳統(tǒng)價(jià)值觀、思維方式和話(huà)語(yǔ)方式等。行為文化、觀念文化與物質(zhì)文化、制度文化構(gòu)成了人類(lèi)文化的主要內(nèi)容，并表現(xiàn)為不同的民族特征。 近代以來(lái)，日本在接受外來(lái)文化影響的同時(shí)，也保留了固有的民族文化傳統(tǒng)。因此民族文化注定會(huì)對(duì)日本留學(xué)生學(xué)習(xí)漢語(yǔ)產(chǎn)生不可避免的影響。其中，日本民族和社會(huì)的行為文化對(duì)日本留學(xué)生漢語(yǔ)習(xí)得中產(chǎn)生的顯性影響和觀念文化產(chǎn)生的隱性影響，值得漢語(yǔ)教師高度重視，同時(shí)應(yīng)設(shè)計(jì)和掌握相應(yīng)的教學(xué)策略。 日本民族的行為文化在日本留學(xué)生漢語(yǔ)習(xí)得中的影響，主要體現(xiàn)在兩個(gè)方面：第一，日本學(xué)生大多勤奮好學(xué)，課堂表現(xiàn)較為刻苦認(rèn)真。第二，日本學(xué)生比較講究禮儀。課堂表現(xiàn)是講究秩序，喜歡有規(guī)律性的教學(xué)方法。以上兩點(diǎn)為日本留學(xué)生漢語(yǔ)習(xí)得提供了良好的教學(xué)基礎(chǔ)，但是也帶來(lái)了學(xué)習(xí)方式比較刻板、缺少靈活性甚至流于形式等問(wèn)題。 日本民族的觀念文化對(duì)于日本留學(xué)生漢語(yǔ)習(xí)得中的影響主要體現(xiàn)在三個(gè)方面：第一，日本學(xué)生習(xí)慣用曖昧的方式進(jìn)行表達(dá)。課堂表現(xiàn)便是不直接說(shuō)出想法而比較委婉的表達(dá)。第二，日本學(xué)生羞恥心重，愛(ài)面子，以寡言為美德的性格特點(diǎn)。課堂反映是不愿意發(fā)聲的學(xué)習(xí)心理和沉悶的課堂氣氛。第三，日本學(xué)生內(nèi)心具有競(jìng)爭(zhēng)意識(shí)，集體意識(shí)很強(qiáng)，往往喜歡以集體為單位進(jìn)行活動(dòng)，并會(huì)努力不讓本團(tuán)體在集體間競(jìng)爭(zhēng)的過(guò)程中落后。課堂表現(xiàn)就是傾向于集體活動(dòng)的教學(xué)方法。這些觀念和表現(xiàn)與漢民族既有相同之處，又有民族個(gè)性特征。 針對(duì)日本民族文化中行為文化和觀念文化的影響，在日本留學(xué)生的漢語(yǔ)教學(xué)中應(yīng)該注重以下幾個(gè)策略。 1.教材的選擇。要選擇具有雙向文化特點(diǎn)的教材。 2.針對(duì)文化對(duì)學(xué)生漢語(yǔ)教學(xué)的影響而進(jìn)行的課堂活動(dòng)設(shè)計(jì)。從第一層面的五個(gè)影響，即勤奮、講禮儀、表達(dá)曖昧、羞恥寡言、競(jìng)爭(zhēng)意識(shí)進(jìn)行相應(yīng)的討論。課堂活動(dòng)應(yīng)具有井然有序、規(guī)律教學(xué)、鼓勵(lì)啟發(fā)教學(xué)、團(tuán)體活動(dòng)等特點(diǎn)。 3.針對(duì)文化沖突而產(chǎn)生的教學(xué)策略。即了解多元文化、勤于溝通、避忌敏感話(huà)題、組織課余活動(dòng)等。 綜上所述，日本留學(xué)生母語(yǔ)文化的影響是漢語(yǔ)教學(xué)中不可忽視的因素。加強(qiáng)研究日本文化對(duì)學(xué)生學(xué)習(xí)漢語(yǔ)的影響，對(duì)改進(jìn)已有教學(xué)策略及創(chuàng)造新的教學(xué)策略具有重大意義。
[Abstract]:There are many different definitions of the concept of culture. The influence of culture on people is also various. As an individual, the "behavior culture" and "concept culture" in the national culture deeply affect their life and study. From the point of view of the composition of national culture, the so-called behavior culture refers to the habitual way of life and actual behavior formed by a nation for a long time, and it is the behavior pattern manifested through the attitude, custom and etiquette in the process of life learning and communication. Concept culture refers to a nation's traditional values, modes of thinking and discourse. Behavior culture, concept culture and material culture, system culture constitute the main content of human culture, and show different national characteristics. Since modern times, while accepting the influence of foreign culture, Japan has also retained its inherent national cultural tradition. Therefore, national culture is bound to have an inevitable impact on Japanese students learning Chinese. Among them, the explicit influence of Japanese national and social behavior culture on Japanese students' Chinese acquisition and the implicit influence of concept culture should be highly valued by Chinese teachers, and the corresponding teaching strategies should be designed and grasped at the same time. The influence of Japanese national behavior culture on the acquisition of Chinese by Japanese students is mainly reflected in two aspects: first, most of the Japanese students are diligent and eager to study, and their classroom performance is hard and serious. Second, Japanese students pay more attention to etiquette. Classroom performance is to pay attention to order, like regular teaching methods. The above two points provide a good teaching basis for Japanese students' Chinese acquisition, but also bring about some problems, such as relatively rigid learning style, lack of flexibility and even mere formality. The influence of Japanese concept culture on Japanese students' Chinese acquisition is mainly reflected in three aspects: first, Japanese students are used to express themselves in ambiguous ways. Classroom performance is a euphemistic expression that does not express ideas directly. Second, Japanese students are ashamed, face-loving and characterized by reticence as a virtue. Classroom reaction is an unspoken learning psychology and a dull classroom atmosphere. Third, Japanese students have a strong sense of competition and a strong sense of collectivity, they often like to take the collective as the unit to carry out activities, and will try not to let their group fall behind in the process of collective competition. Classroom performance is a teaching method that tends to collective activities. These concepts and manifestations have similarities with the Han nationality, as well as national characteristics. In view of the influence of the culture of behavior and concept in Japanese national culture, the following strategies should be paid attention to in the teaching of Chinese for Japanese students. The choice of teaching materials. We should choose teaching materials with two-way cultural characteristics. 2. The design of classroom activities aiming at the influence of culture on Chinese teaching. From the first level of the five influences, that is, diligence, etiquette, ambiguous expression, shame and reticence, competition consciousness to discuss. Classroom activities should have the characteristics of orderly, regular teaching, encouraging enlightening teaching, group activities, etc.. Teaching strategies for cultural conflicts. That is to understand multiculturalism, diligent in communication, avoid sensitive topics, organize extracurricular activities and so on. To sum up, the influence of the native language culture of Japanese students is a factor that can not be ignored in Chinese teaching. It is of great significance to study the influence of Japanese culture on students' learning Chinese, to improve the existing teaching strategies and to create new teaching strategies.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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