【摘要】：教學(xué)中教與學(xué)所依據(jù)的文字材料是課本，它無可否認(rèn)的是教學(xué)的基礎(chǔ)，也是直接影響教學(xué)成果優(yōu)劣的文字資料。我們認(rèn)為，適當(dāng)?shù)哪康恼Z的語法教授和合理編排的語法結(jié)構(gòu)不能僅僅是教材好壞的標(biāo)準(zhǔn)，還應(yīng)該考慮到它是否可以有效果地反映目的語文化等方面。一本好的對外漢語口語教材也應(yīng)如此，不僅能教給學(xué)生目的語的語言結(jié)構(gòu)和語法知識結(jié)構(gòu)，還更應(yīng)該注重學(xué)生能夠用得體恰當(dāng)?shù)哪康恼Z進(jìn)行跨文化交際的語言表達(dá)能力。本文運(yùn)用統(tǒng)計(jì)、比較和對比的方法，試從交際文化和語用文化的關(guān)系入手，以北京大學(xué)出版社出版的戴桂芙老師等編寫的《初級漢語口語》教材為撰寫依據(jù)，考察的基礎(chǔ)定為語言和文化關(guān)系，然后進(jìn)一步深入到文化與交際的分類，接著引出語用文化的功能項(xiàng)目包含哪些具體的內(nèi)容，，借鑒1999年楊寄洲先生主編的《對外漢語教學(xué)初級階段功能大綱》確定了對外漢語教學(xué)課本語用文化的內(nèi)容，這些內(nèi)容都是要求漢語學(xué)習(xí)者在初級學(xué)習(xí)階段應(yīng)該熟練運(yùn)用的。再對課本里出現(xiàn)的這些內(nèi)容的編排位置順序、復(fù)現(xiàn)情況與分布的比率等情況進(jìn)行考察分析，進(jìn)而歸納出語用文化內(nèi)容的一般原則，在此基礎(chǔ)上總結(jié)出語用文化編排應(yīng)遵循的哪些廣為接受的規(guī)律，同時提出自己在對外漢語教材編寫上的一點(diǎn)心得，以期換來各位專家學(xué)者同行或教育工作者等的經(jīng)驗(yàn)交流和賜教。
[Abstract]:Teaching and learning is based on textbook, which is the basis of teaching and learning, and it is also the text material that directly affects the quality of teaching results. We think that the proper grammatical structure of objective grammar teaching and reasonable arrangement should not only be the standard of good or bad teaching material but also consider whether it can effectively reflect the target language culture and so on. A good spoken Chinese as a foreign language textbook should not only teach students the structure of target language and grammatical knowledge, but also pay attention to the students' ability to express themselves in cross-cultural communication with appropriate and appropriate target language. Using the methods of statistics, comparison and contrast, this paper tries to start with the relationship between communicative culture and pragmatic culture, and based on the textbook "spoken Chinese in Primary Chinese", which was written by teacher Dai Guifu, published by Peking University Press, etc. The study is based on language and cultural relations, then goes further into the classification of culture and communication, and then leads to the specific contents of the functional items of pragmatic culture. Referring to the functional outline of the Primary stage of Teaching Chinese as a Foreign language edited by Mr. Yang Yushu in 1999, the contents of pragmatic culture of textbooks for teaching Chinese as a foreign language are determined, which require Chinese learners to be skillful in their primary study. Then the author analyzes the arrangement order of these contents, the ratio of repetition to distribution, and concludes the general principles of pragmatic and cultural content. On this basis, it summarizes the widely accepted rules which should be followed in pragmatic cultural arrangement, and at the same time puts forward some experience in compiling textbooks for Chinese as a foreign language. In order to exchange experts and scholars or educators and other experience exchange and advice.
【學(xué)位授予單位】：暨南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.4

【參考文獻(xiàn)】

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本文編號：2240582