家庭文化因素在《漢語教程》中的教學(xué)研究
發(fā)布時間：2018-08-22 09:24
【摘要】：語言和文化密不可分，二者相互依存，相互影響。第二語言學(xué)習(xí)者只有樹立語言文化意識，加深對中國文化的了解，漢語的理解和使用才會恰當(dāng)、得體。 中國家庭文化是中國傳統(tǒng)文化的一個極其重要的部分，可以說是滲透到了中國社會生活的方方面面，從稱謂到表達(dá)，從生活到習(xí)俗，從思維到觀念，從文化到政治等等。 本文以家庭文化因素在對外漢語初級階段綜合課《漢語教程》中的教學(xué)研究為視角，從《漢語教程》中家庭文化因素的教學(xué)目的、教學(xué)內(nèi)容、教學(xué)原則和教學(xué)策略四個方面，系統(tǒng)地探討了如何將家庭文化因素有目的、有計劃、有方法地與初級階段綜合課《漢語教程》中的語言教學(xué)有機結(jié)合起來。 對教師而言，筆者就初級階段綜合課中語言教學(xué)和文化教學(xué)的有機結(jié)合進(jìn)行了粗淺的探索和嘗試，希望能夠給對外漢語教師提供一個文化因素教學(xué)的參考。對學(xué)生而言，，筆者希望能夠在提高二語學(xué)習(xí)者的語言技能的同時，還培養(yǎng)他們恰當(dāng)?shù)皿w地使用漢語進(jìn)行交際的能力，以及對不同文化的洞察力和積極態(tài)度，最終使他們逐漸具備國際視野和多元的文化意識。 本文主要分六個章節(jié)來進(jìn)行闡釋，主要內(nèi)容為： 第一章為引論，主要是選題的背景和意義，對外漢語教學(xué)中文化教學(xué)的相關(guān)研究現(xiàn)狀的綜述和本文的研究內(nèi)容與方法。 第二章介紹了家庭文化的定義，對《漢語教程》的家庭文化因素的內(nèi)容編排的合理性進(jìn)行了梳理分析，最后對該教材中的家庭文化因素進(jìn)行了分類整理。 第三章根據(jù)初級階段綜合課《漢語教程》的課型特點，歸納了在《漢語教程》中進(jìn)行家庭文化因素教學(xué)需要考慮到的教學(xué)原則。 第四章針對《漢語教程》的教學(xué)定位，探討了一種在初級階段綜合課中既關(guān)注語言結(jié)構(gòu)和功能同時又兼顧文化的文化教學(xué)策略——以漢字、詞語、句型和短文的教學(xué)帶文化因素的做法。 第五章為結(jié)語,《漢語教程》中的文化因素還有很多，希望能夠通過家庭文化因素和語言教學(xué)相結(jié)合在初級階段綜合課中的研究，給對外漢語教師提供一個文化因素的教學(xué)參考。
[Abstract]:Language and culture are inseparable, they depend on each other and influence each other. Only when the second language learners establish their awareness of language and culture and deepen their understanding of Chinese culture can their understanding and use of Chinese be appropriate and appropriate. Chinese family culture is an extremely important part of Chinese traditional culture, which can be said to permeate all aspects of Chinese social life, from appellation to expression, from life to custom, from thinking to idea, from culture to politics, and so on. From the perspective of the teaching research of family cultural factors in the Integrated Chinese course of Chinese as a Foreign language in the Primary stage of Chinese as a Foreign language, this paper discusses the teaching purpose, teaching contents, teaching principles and teaching strategies of the family culture factors in the Chinese Curriculum. This paper systematically discusses how to combine the family culture factors with the language teaching in the integrated Chinese course in the primary stage in a purposeful, planned and methodical way. For teachers, the author makes a brief exploration and attempt on the organic combination of language teaching and culture teaching in the primary comprehensive class, hoping to provide a reference for TCFL teachers to teach cultural factors. For the students, the author hopes that while improving the language skills of L2 learners, they can also develop their ability to use Chinese appropriately for communication, as well as their insight and positive attitude towards different cultures. Finally, they gradually possess international vision and pluralistic cultural consciousness. This paper is mainly divided into six chapters to explain, the main content is: the first chapter is the introduction, mainly the background and significance of the topic, The current situation of culture teaching in teaching Chinese as a foreign language (TCFL) and the research contents and methods of this paper are summarized. The second chapter introduces the definition of family culture, analyzes the rationality of the content arrangement of family cultural factors in Chinese course, and finally classifies the family cultural factors in the textbook. In the third chapter, according to the characteristics of the Chinese comprehensive course in the primary stage, the author summarizes the teaching principles which need to be taken into account in the teaching of family culture factors in the Chinese course. In the fourth chapter, aiming at the teaching orientation of Chinese course, this paper discusses a cultural teaching strategy that pays attention to the structure and function of language and culture at the same time in the comprehensive course of the primary stage-Chinese characters, words, words and phrases. The practice of taking cultural factors into the teaching of sentence patterns and short essays. The fifth chapter is the conclusion. There are many cultural factors in the Chinese course. It is hoped that the study of family culture and language teaching can provide a teaching reference for TCFL teachers.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
本文編號：2196680
[Abstract]:Language and culture are inseparable, they depend on each other and influence each other. Only when the second language learners establish their awareness of language and culture and deepen their understanding of Chinese culture can their understanding and use of Chinese be appropriate and appropriate. Chinese family culture is an extremely important part of Chinese traditional culture, which can be said to permeate all aspects of Chinese social life, from appellation to expression, from life to custom, from thinking to idea, from culture to politics, and so on. From the perspective of the teaching research of family cultural factors in the Integrated Chinese course of Chinese as a Foreign language in the Primary stage of Chinese as a Foreign language, this paper discusses the teaching purpose, teaching contents, teaching principles and teaching strategies of the family culture factors in the Chinese Curriculum. This paper systematically discusses how to combine the family culture factors with the language teaching in the integrated Chinese course in the primary stage in a purposeful, planned and methodical way. For teachers, the author makes a brief exploration and attempt on the organic combination of language teaching and culture teaching in the primary comprehensive class, hoping to provide a reference for TCFL teachers to teach cultural factors. For the students, the author hopes that while improving the language skills of L2 learners, they can also develop their ability to use Chinese appropriately for communication, as well as their insight and positive attitude towards different cultures. Finally, they gradually possess international vision and pluralistic cultural consciousness. This paper is mainly divided into six chapters to explain, the main content is: the first chapter is the introduction, mainly the background and significance of the topic, The current situation of culture teaching in teaching Chinese as a foreign language (TCFL) and the research contents and methods of this paper are summarized. The second chapter introduces the definition of family culture, analyzes the rationality of the content arrangement of family cultural factors in Chinese course, and finally classifies the family cultural factors in the textbook. In the third chapter, according to the characteristics of the Chinese comprehensive course in the primary stage, the author summarizes the teaching principles which need to be taken into account in the teaching of family culture factors in the Chinese course. In the fourth chapter, aiming at the teaching orientation of Chinese course, this paper discusses a cultural teaching strategy that pays attention to the structure and function of language and culture at the same time in the comprehensive course of the primary stage-Chinese characters, words, words and phrases. The practice of taking cultural factors into the teaching of sentence patterns and short essays. The fifth chapter is the conclusion. There are many cultural factors in the Chinese course. It is hoped that the study of family culture and language teaching can provide a teaching reference for TCFL teachers.
【學(xué)位授予單位】：云南師范大學(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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