本文選題：漢字書寫偏誤 + 歐美學(xué)習(xí)者��； 參考：《云南大學(xué)》2013年碩士論文

【摘要】：“漢字難寫”一直是留學(xué)生,特別是歐美國家留學(xué)生所苦惱的問題；“漢字難教”或者說“很難幫學(xué)生記憶漢字”也一直是教師思考的問題。筆者通過對深圳大學(xué)國際交流學(xué)院2012年秋季學(xué)期入門級、初級和中級水平歐美學(xué)習(xí)者漢字書寫偏誤的調(diào)查,發(fā)現(xiàn)不同階段學(xué)習(xí)者的漢字書寫偏誤呈現(xiàn)出不同的特點(diǎn)。入門級學(xué)習(xí)者的書寫偏誤以筆畫類為主,初級水平學(xué)習(xí)者的書寫偏誤主要表現(xiàn)為對部件的區(qū)分能力和部件間結(jié)構(gòu)意識不強(qiáng),到中級階段則出現(xiàn)較多的整字偏誤。筆者從學(xué)習(xí)策略、學(xué)習(xí)動機(jī)、練習(xí)強(qiáng)度、教師教學(xué)等角度對不同水平階段的學(xué)習(xí)者出現(xiàn)不同的書寫偏誤的原因逐一進(jìn)行了分析,歸納出的原因包括歐美學(xué)習(xí)者將漢字當(dāng)成圖畫來記憶,沒有建立起適合漢字學(xué)習(xí)的視覺記憶能力,快速辨認(rèn)漢字的能力較差,對基本筆畫的知識掌握較弱,沒有建立起筆畫、筆順的概念,對漢字理據(jù)性的分析能力較弱,結(jié)構(gòu)意識不強(qiáng),部件區(qū)分能力較弱,音形義結(jié)合能力較弱,練習(xí)強(qiáng)度不夠,學(xué)習(xí)動機(jī)以、教學(xué)方法及教材的影響等。本文根據(jù)每種偏誤產(chǎn)生的原因,提出了自己的教學(xué)建議,以期對癥下藥,如按照漢字習(xí)得順序組織漢字教學(xué),介紹漢字理據(jù)性時(shí)適時(shí)適當(dāng)融入文化的內(nèi)容,以提高漢字教學(xué)的趣味性,定期用歸納法總結(jié)含有同一偏旁的漢字,將漢字教學(xué)融入詞匯、句子直至篇章教學(xué)中等。筆者希望這些不成熟觀點(diǎn)成為對外漢語漢字教學(xué)研究上的引玉之石,期待更多研究和實(shí)踐成果的出現(xiàn)最終提高漢字教學(xué)水平和學(xué)生漢字書寫質(zhì)量。
[Abstract]:"Chinese characters are difficult to write" has always been a problem for foreign students, especially in Europe and the United States, and "it is difficult to teach Chinese characters" or "it is difficult to help students to remember Chinese characters" is always a problem for teachers to think about. Based on the investigation of the Chinese character writing errors of the European and American learners at the primary, primary and intermediate levels in the fall 2012 semester of Shenzhen University, it is found that the Chinese character writing errors of the learners at different stages show different characteristics. The main writing errors of entry-level learners are stroke. The primary level learners' writing errors mainly show that the ability of distinguishing parts and the awareness of structure between parts are not strong, and at the intermediate stage, there are more errors in the whole word. The author analyzes the causes of different writing errors at different levels from the perspective of learning strategies, learning motivation, exercise intensity and teachers' teaching. The reasons include the European and American learners' memory of Chinese characters as pictures, the lack of visual memory for learning Chinese characters, the poor ability to recognize Chinese characters quickly, the weak knowledge of basic strokes, and the absence of strokes. The concept of stroke order is weak in analyzing the motivation of Chinese characters, weak in structural consciousness, weak in distinguishing parts, weak in combination of sound, shape and meaning, insufficient in exercise intensity, in the influence of learning motivation, teaching methods and teaching materials, and so on. According to the causes of each error, this paper puts forward some teaching suggestions in order to solve the problem, such as organizing the teaching of Chinese characters according to the order of Chinese character acquisition, introducing the content of Chinese characters' motivation and integrating culture properly. In order to improve the interest of the teaching of Chinese characters, the inductive method is used to summarize the Chinese characters with the same side, and the teaching of Chinese characters is integrated into the vocabulary, sentences and even text teaching and so on. The author hopes that these immature views will become a stone to attract jade in the teaching of Chinese characters as a foreign language, and hope that more research and practical results will eventually improve the teaching level of Chinese characters and the quality of students' writing of Chinese characters.
【學(xué)位授予單位】：云南大學(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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