越南大學(xué)生漢字書寫偏誤及漢字教學(xué)現(xiàn)狀研究
發(fā)布時(shí)間：2018-09-09 08:15
【摘要】：在全球化的趨勢(shì)中，隨著中越兩國(guó)經(jīng)濟(jì)的迅猛發(fā)展，越來越多的中國(guó)公司和使用漢語(yǔ)作為工作語(yǔ)言的公司在越南國(guó)投入了資金；隨之而來的是，對(duì)能說漢語(yǔ)的勞動(dòng)人員的需求也不斷地增加；在越南也出現(xiàn)了學(xué)習(xí)漢語(yǔ)的熱潮。中國(guó)和越南兩國(guó)是山水相連的睦鄰，所以越南人學(xué)習(xí)漢字的開端可追溯至幾千年以前；從越南的北屬時(shí)期到自主封建時(shí)期的漫長(zhǎng)歷史中，漢字一直被作為正式的行政語(yǔ)言，許多越南人將漢字視為“圣賢字”或“儒字”。但到1945年，越南人民民主共和國(guó)成立以后，當(dāng)時(shí)的臨時(shí)政府決定使用了“國(guó)語(yǔ)字”（即使用拉丁字母系統(tǒng)的文字），漢字在越南人生活中的地位逐漸衰弱。對(duì)現(xiàn)代學(xué)習(xí)漢語(yǔ)的越南人來說，漢字一直是學(xué)習(xí)漢語(yǔ)的絆腳石，許多人為了學(xué)得快而僅學(xué)習(xí)聽和說；但漢字的難關(guān)不突破，就永遠(yuǎn)學(xué)不到漢語(yǔ)的關(guān)鍵之處。因此，探究越南學(xué)生學(xué)習(xí)漢字的特點(diǎn)；比如：漢字書寫的偏誤等，以求有效地提高學(xué)生學(xué)習(xí)漢字和教師漢字教學(xué)的質(zhì)量，是有待我們挖掘的。 本論文在前人研究的基礎(chǔ)上，針對(duì)越南大學(xué)漢字教學(xué)和越南學(xué)生的特點(diǎn)，采用了調(diào)查問卷形式，進(jìn)行考察和收集學(xué)生書寫漢字的錯(cuò)別字工作。與此同時(shí)，調(diào)查了學(xué)生學(xué)習(xí)漢字的常用策略，試圖研究他們學(xué)習(xí)和練習(xí)漢字時(shí)常使用的方法，從而分析他們的漢字學(xué)習(xí)特點(diǎn)。另外，本文也初步研究了越南設(shè)有漢語(yǔ)專業(yè)的高等院校的漢字教學(xué)現(xiàn)狀，從中分析漢字課在越南大學(xué)中的地位。我們經(jīng)過調(diào)查和分析，發(fā)現(xiàn)了以下若干結(jié)果： 越南現(xiàn)有37所高校開設(shè)了漢語(yǔ)本科專業(yè)；其中，在教學(xué)計(jì)劃中設(shè)有漢字課的學(xué)校不多，，僅有7所；具體包括：河內(nèi)國(guó)家大學(xué)所屬外國(guó)語(yǔ)大學(xué)、峴港國(guó)家大學(xué)所屬外國(guó)語(yǔ)大學(xué)、河內(nèi)大學(xué)、胡志明國(guó)家大學(xué)-人文與社會(huì)科學(xué)大學(xué)、胡志明國(guó)家大學(xué)所屬人文與社會(huì)科學(xué)大學(xué)、東方大學(xué)、雄王大學(xué)。 收集了1646個(gè)錯(cuò)別字；并分成5種偏誤為：1.筆畫偏誤、2.部件偏誤、3.結(jié)構(gòu)偏誤、4.整字偏誤、5.其他。在1646個(gè)錯(cuò)別字中，錯(cuò)字783個(gè)（占47。56%）、別字863個(gè)（占52.43%）。按偏誤各類別的比例，從大到小的順序?yàn)椋?）整字偏誤（36.21%）、2）筆畫偏誤（31.11%）、結(jié)構(gòu)偏誤（16.22%）、部件偏誤（11.85%）和其他類（4.62%）。 發(fā)現(xiàn)了學(xué)生漢字書寫的幾種偏誤規(guī)律；比如：筆畫偏誤類的比率有下降的趨勢(shì)，初級(jí)階段筆畫偏誤為最普遍的一種，占全階段各偏誤的40.73%，到中級(jí)和高級(jí)階段，其比率逐漸下降，依次為32.37%和27.02%。此外，本文也分析了越南學(xué)生漢字學(xué)習(xí)的3個(gè)方面：1.練習(xí)漢字的策略、2.書寫漢字時(shí)、學(xué)生常常寫錯(cuò)或混淆的部件、3.母語(yǔ)的負(fù)遷移的影響；該部分為在越漢語(yǔ)教學(xué)以及研究學(xué)界提供了一個(gè)參考。 我們?cè)?012年10月初開始進(jìn)行分發(fā)并收回問卷；收集學(xué)生漢字書寫錯(cuò)別字之后，進(jìn)行分類和分析工作，最后開始寫論文。
[Abstract]:In the trend of globalization, with the rapid economic development of China and Vietnam, more and more Chinese companies and companies using Chinese as a working language have invested in Vietnam. The demand for Chinese-speaking workers is growing, and there is a craze for learning Chinese in Vietnam. China and Vietnam are neighbors linked by mountains and rivers, so the beginning of Vietnamese learning of Chinese characters dates back thousands of years. Throughout the long history of Vietnam's northern dependency period and independent feudalism, Chinese characters have been regarded as the official administrative language. Many Vietnamese regard Chinese characters as "saints" or "Confucian characters". But in 1945, after the founding of the people's Democratic Republic of Vietnam, the then interim government decided to use the "Mandarin characters" (that is, the Latin alphabet system), and the status of the Chinese characters in the life of the Vietnamese gradually weakened. For the Vietnamese who learn Chinese in modern times, Chinese characters have been a stumbling block to learn Chinese. Many people only learn to listen and speak in order to learn quickly, but if the difficulties of Chinese characters are not broken through, they will never learn the key point of Chinese language. Therefore, it is necessary for us to explore the characteristics of Vietnamese students' learning Chinese characters, such as the errors in the writing of Chinese characters, in order to effectively improve the quality of students' learning Chinese characters and the teaching of Chinese characters by teachers. On the basis of previous studies, this paper adopts questionnaire to investigate and collect students' writing Chinese characters in accordance with the characteristics of Vietnamese students and the teaching of Chinese characters in Vietnamese universities. At the same time, the common strategies of students' learning Chinese characters are investigated, and the methods they often use to learn and practice Chinese characters are studied, so as to analyze the characteristics of their Chinese characters learning. In addition, this paper also preliminarily studies the present situation of Chinese character teaching in colleges and universities with Chinese major in Vietnam, and analyzes the status of Chinese character course in Vietnamese universities. Through investigation and analysis, we find the following results: 37 colleges and universities in Vietnam have set up Chinese undergraduate courses, among which, there are only 7 schools with Chinese character courses in the teaching plan. These include: Hanoi National University, University of Foreign Studies, Da Nang National University, University of Foreign Studies, Hanoi University, Hu Zhiming National University-University of Humanities and Social Sciences, Hu Zhiming National University, University of Humanities and Social Sciences, Dongfang University, Xiong Wang University. 1646 wrong words were collected and divided into 5 types of errors: 1: 1. Stroke error 2. Component error 3. Structure bias 4. The error of the whole word is 5. Other Of the 1646 typos, 783 (47.56%) and 863 (52.43%) respectively. According to the proportion of errors, the order from big to small is: 1) the whole character error (36.21%), the stroke error (31.11%), the structural error (16.22%), the component error (11.85%) and the other category (4.62%). Several kinds of errors are found in the writing of Chinese characters by students. For example, the rate of errors in strokes and strokes tends to decrease, and the errors of strokes in the primary stage are the most common, accounting for 40.73 percent of the errors in the whole period, and gradually decreasing in the intermediate and advanced stages. 32.37% and 27.02%, respectively. In addition, this paper also analyzes three aspects of Vietnamese students' Chinese character learning: 1. The strategy of practicing Chinese characters. Students often write wrong or confused parts when writing Chinese characters in books. This part provides a reference for the teaching and research of Vietnamese Chinese. We began to distribute and collect the questionnaires in early October 2012. After collecting the students' Chinese characters, we classified and analyzed them, and finally began to write papers.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195
本文編號(hào)：2231812
[Abstract]:In the trend of globalization, with the rapid economic development of China and Vietnam, more and more Chinese companies and companies using Chinese as a working language have invested in Vietnam. The demand for Chinese-speaking workers is growing, and there is a craze for learning Chinese in Vietnam. China and Vietnam are neighbors linked by mountains and rivers, so the beginning of Vietnamese learning of Chinese characters dates back thousands of years. Throughout the long history of Vietnam's northern dependency period and independent feudalism, Chinese characters have been regarded as the official administrative language. Many Vietnamese regard Chinese characters as "saints" or "Confucian characters". But in 1945, after the founding of the people's Democratic Republic of Vietnam, the then interim government decided to use the "Mandarin characters" (that is, the Latin alphabet system), and the status of the Chinese characters in the life of the Vietnamese gradually weakened. For the Vietnamese who learn Chinese in modern times, Chinese characters have been a stumbling block to learn Chinese. Many people only learn to listen and speak in order to learn quickly, but if the difficulties of Chinese characters are not broken through, they will never learn the key point of Chinese language. Therefore, it is necessary for us to explore the characteristics of Vietnamese students' learning Chinese characters, such as the errors in the writing of Chinese characters, in order to effectively improve the quality of students' learning Chinese characters and the teaching of Chinese characters by teachers. On the basis of previous studies, this paper adopts questionnaire to investigate and collect students' writing Chinese characters in accordance with the characteristics of Vietnamese students and the teaching of Chinese characters in Vietnamese universities. At the same time, the common strategies of students' learning Chinese characters are investigated, and the methods they often use to learn and practice Chinese characters are studied, so as to analyze the characteristics of their Chinese characters learning. In addition, this paper also preliminarily studies the present situation of Chinese character teaching in colleges and universities with Chinese major in Vietnam, and analyzes the status of Chinese character course in Vietnamese universities. Through investigation and analysis, we find the following results: 37 colleges and universities in Vietnam have set up Chinese undergraduate courses, among which, there are only 7 schools with Chinese character courses in the teaching plan. These include: Hanoi National University, University of Foreign Studies, Da Nang National University, University of Foreign Studies, Hanoi University, Hu Zhiming National University-University of Humanities and Social Sciences, Hu Zhiming National University, University of Humanities and Social Sciences, Dongfang University, Xiong Wang University. 1646 wrong words were collected and divided into 5 types of errors: 1: 1. Stroke error 2. Component error 3. Structure bias 4. The error of the whole word is 5. Other Of the 1646 typos, 783 (47.56%) and 863 (52.43%) respectively. According to the proportion of errors, the order from big to small is: 1) the whole character error (36.21%), the stroke error (31.11%), the structural error (16.22%), the component error (11.85%) and the other category (4.62%). Several kinds of errors are found in the writing of Chinese characters by students. For example, the rate of errors in strokes and strokes tends to decrease, and the errors of strokes in the primary stage are the most common, accounting for 40.73 percent of the errors in the whole period, and gradually decreasing in the intermediate and advanced stages. 32.37% and 27.02%, respectively. In addition, this paper also analyzes three aspects of Vietnamese students' Chinese character learning: 1. The strategy of practicing Chinese characters. Students often write wrong or confused parts when writing Chinese characters in books. This part provides a reference for the teaching and research of Vietnamese Chinese. We began to distribute and collect the questionnaires in early October 2012. After collecting the students' Chinese characters, we classified and analyzed them, and finally began to write papers.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195
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