【摘要】：隨著“漢語(yǔ)熱”的不斷地升溫,世界各地學(xué)習(xí)漢語(yǔ)的人越來(lái)越多。為了進(jìn)一步完善漢語(yǔ)教學(xué),應(yīng)針對(duì)國(guó)別、地區(qū)開(kāi)展研究分析,目前國(guó)別漢語(yǔ)教學(xué)已成為國(guó)際漢語(yǔ)教學(xué)的一大難題。漢字是漢語(yǔ)的一大特點(diǎn),也是非漢字文化圈的學(xué)生最大難點(diǎn)之一。它是影響漢語(yǔ)學(xué)習(xí)效果的重要因素,在教學(xué)中注意激發(fā)和培養(yǎng)學(xué)生的學(xué)習(xí)漢字的興趣具有重大意義。 本文對(duì)比什凱克大學(xué)漢字教學(xué)的有關(guān)情況進(jìn)行調(diào)查研究,了解吉爾吉斯斯坦大學(xué)漢字教學(xué)的現(xiàn)狀,分析存在的問(wèn)題,提出漢字教學(xué)的有關(guān)建議,不僅可以彌補(bǔ)目前吉爾吉斯?jié)h字教學(xué)研究中的不足,而且對(duì)于幫助提高吉爾吉斯斯坦?jié)h字教學(xué)乃至漢語(yǔ)教學(xué)水平,促進(jìn)吉爾吉斯人更好地學(xué)好漢字,也具有一定的意義。本文的調(diào)查方法主要采用問(wèn)卷調(diào)查法和訪談法。 調(diào)查顯示,比什凱克市大學(xué)漢字教學(xué)的現(xiàn)狀不太令人滿(mǎn)意,存在的主要問(wèn)題是：第一,漢字教學(xué)不被重視,缺乏漢字教學(xué)大綱,漢字教學(xué)沒(méi)有明確的要求和標(biāo)準(zhǔn)。第二,吉爾吉斯斯坦大學(xué)本土漢語(yǔ)教師的漢字知識(shí)水平不高,有的本土教師連漢字的結(jié)構(gòu)單位、筆畫(huà)數(shù)、漢字的特點(diǎn)等基本知識(shí)都不清楚；來(lái)自中國(guó)的漢語(yǔ)教師對(duì)漢字知識(shí)的掌握總體上較好,但仍然存在一些認(rèn)識(shí)誤區(qū),如認(rèn)為漢字都是象形文字,漢字的兩級(jí)單位為筆畫(huà)和部首等。第三,比什凱克市大學(xué)漢語(yǔ)教師掌握漢字教學(xué)理論和方法的情況也不理想,大部分教師缺乏漢字教學(xué)方面的專(zhuān)業(yè)知識(shí)和專(zhuān)業(yè)技能訓(xùn)練,不能應(yīng)用科學(xué)的教學(xué)方法開(kāi)展?jié)h字教學(xué),漢字教學(xué)采用傳統(tǒng)的方法,教學(xué)效率較低。第四,因漢語(yǔ)課時(shí)有限,漢字教學(xué)受到排擠,沒(méi)有專(zhuān)門(mén)的漢字課,學(xué)習(xí)者只能通過(guò)綜合課、閱讀等課程學(xué)習(xí)漢字。第五,缺乏針對(duì)性強(qiáng)、方便實(shí)用的漢字教材和教輔材料,漢字課堂教學(xué)難以順利進(jìn)行。 針對(duì)此,本文建議：第一,盡快制定漢字教學(xué)大綱和相關(guān)標(biāo)準(zhǔn)；第二,從學(xué)生開(kāi)始學(xué)漢語(yǔ)時(shí)就開(kāi)設(shè)專(zhuān)門(mén)的漢字課,而且最好每周能有3-5課時(shí)的漢字學(xué)習(xí)時(shí)間。第三中吉合作編寫(xiě)漢字教材。第四,加強(qiáng)對(duì)吉國(guó)漢語(yǔ)師進(jìn)行漢字教學(xué)理論與方法的培訓(xùn),幫助本土漢語(yǔ)教師盡快掌握科學(xué)、實(shí)用的漢字教學(xué)方法和手段。第五,充分利用漢語(yǔ)教學(xué)相關(guān)網(wǎng)站的有關(guān)資源。第五,利用多媒體輔助漢字教學(xué)。
[Abstract]:As the "Chinese craze" continues to grow, more and more people around the world are learning Chinese. In order to further improve Chinese teaching, research and analysis should be carried out in different countries and regions. At present, the teaching of Chinese in different countries has become a major problem in international Chinese teaching. Chinese characters are a major feature of Chinese language and the biggest difficulty for students in non-Chinese cultural circles. It is an important factor affecting the effect of Chinese learning. It is of great significance to arouse and cultivate students'interest in learning Chinese characters in teaching.
This paper investigates the teaching of Chinese characters in Bishkek University, understands the present situation of teaching Chinese characters in Kyrgyzstan University, analyzes the existing problems, and puts forward some suggestions on teaching Chinese characters, which can not only make up for the shortcomings in the teaching and research of Chinese characters in Kyrgyzstan, but also help to improve the teaching of Chinese characters in Kyrgyzstan. It is also of great significance to learn and even to teach Chinese so that the Kyrgyz people can learn Chinese better.
The survey shows that the present situation of Chinese character teaching in Bishkek University is not satisfactory. The main problems are as follows: firstly, the teaching of Chinese characters is neglected, there is a lack of Chinese character syllabus, and there is no clear requirement and standard for Chinese character teaching. secondly, the knowledge level of native Chinese teachers in Kyrgyzstan University is not high, and some native Chinese teachers are even. The basic knowledge of Chinese characters, such as the structural unit, stroke number and the characteristics of Chinese characters, is not clear; Chinese teachers from China have a good grasp of Chinese characters, but there are still some misunderstandings, such as that Chinese characters are hieroglyphics, and the two-level units of Chinese characters are strokes and radicals. Third, the hands of Chinese teachers at Bishkek University. The situation of grasping the theory and method of Chinese character teaching is not ideal either. Most teachers lack the professional knowledge and skill training in Chinese character teaching. They can not use scientific teaching methods to carry out Chinese character teaching. In the course of Chinese Characters, learners can only learn Chinese characters through comprehensive courses, reading and other courses. Fifth, the lack of targeted, convenient and practical Chinese character teaching materials and auxiliary materials makes it difficult for Chinese character classroom teaching to proceed smoothly.
In view of this, this paper suggests: first, formulate the Chinese character syllabus and related standards as soon as possible; second, set up a special Chinese character course from the beginning of learning Chinese, and it is best to have 3-5 hours of Chinese character learning time per week. third, cooperate with Kyrgyzstan to compile Chinese character textbooks. fourth, strengthen the theory and method of teaching Chinese characters to Kyrgyzstan Chinese teachers. The training will help local Chinese teachers master scientific and practical Chinese character teaching methods and means as soon as possible. Fifth, make full use of relevant resources of Chinese teaching websites. Fifth, use multimedia to assist Chinese character teaching.
【學(xué)位授予單位】：中央民族大學(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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