“難道”一詞的用法及其在對外漢語教學中的研究
發(fā)布時間：2018-10-21 18:03
【摘要】：綜觀近十年研究成果,關于反問句的本體研究成果頗多,關于“難道”一詞的本體研究大同小異者也不下幾十篇,然而能夠結合對外漢語教學以及發(fā)現對外漢語教材編寫問題所在并及時提出解決方案的研究成果依然有待新作。反問句尤其是以“難道”這種具有多重意義的句式,一直都是一個教授和學習的難點。長期以來關于“難道”的研究,都只強調其反問意義,直至呂叔湘先生的《文言虛詞》問世,提出了“難道”具有反問義和揣測義兩種意義后,這一長期的偏誤才得以糾正。然而經筆者調查發(fā)現,呂先生的這一指正并沒有引起后期教材、教輔編寫以及課堂教學的關注。本文從反問句的本體研究和“難道”的本體研究入手,對學生作業(yè)和課堂教學進行了調查,并對多種對外漢語教材進行了分析,還做了調查問卷,從分析結果看,“難道”無論是在課堂教學還是在教材編寫中都應該引起足夠的重視。因而本文從“難道”本體出發(fā),提出了對外漢語教材的編寫建議,并詳細地歸納出“難道”的兩種意義的講授方法。
[Abstract]:Looking at the recent ten years of research results, there are quite a lot of research achievements on the ontology of rhetorical questions, and dozens of studies on the ontology of the word "is not much the same," However, the research results of combining the teaching of Chinese as a foreign language and finding out the problems in compiling textbooks for Chinese as a foreign language and putting forward solutions in time are still waiting for new work. The rhetorical question, especially the sentence structure with multiple meanings, has always been a difficulty in teaching and learning. For a long time, the study of "is" only emphasized its counter-question meaning, until Lv Shuxiang's "Classical Chinese function words" came out, and put forward "do" have two meanings of questioning and speculating on meaning, this long-term bias could be corrected. However, through the author's investigation, the author found that the correction of Mr. Lu did not attract the attention of later teaching materials, teaching aids and classroom teaching. Starting with the ontological study of rhetorical questions and the ontological study of "is it", this paper investigates the students' homework and classroom teaching, analyzes various teaching materials for Chinese as a foreign language, and makes a questionnaire, and looks at the results from the analysis. Should we pay enough attention to both classroom teaching and textbook compilation? Therefore, this paper puts forward some suggestions on compiling textbooks for Chinese as a foreign language from the Noumenon of "do", and sums up in detail two teaching methods of the meaning of "do".
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
本文編號：2285915
[Abstract]:Looking at the recent ten years of research results, there are quite a lot of research achievements on the ontology of rhetorical questions, and dozens of studies on the ontology of the word "is not much the same," However, the research results of combining the teaching of Chinese as a foreign language and finding out the problems in compiling textbooks for Chinese as a foreign language and putting forward solutions in time are still waiting for new work. The rhetorical question, especially the sentence structure with multiple meanings, has always been a difficulty in teaching and learning. For a long time, the study of "is" only emphasized its counter-question meaning, until Lv Shuxiang's "Classical Chinese function words" came out, and put forward "do" have two meanings of questioning and speculating on meaning, this long-term bias could be corrected. However, through the author's investigation, the author found that the correction of Mr. Lu did not attract the attention of later teaching materials, teaching aids and classroom teaching. Starting with the ontological study of rhetorical questions and the ontological study of "is it", this paper investigates the students' homework and classroom teaching, analyzes various teaching materials for Chinese as a foreign language, and makes a questionnaire, and looks at the results from the analysis. Should we pay enough attention to both classroom teaching and textbook compilation? Therefore, this paper puts forward some suggestions on compiling textbooks for Chinese as a foreign language from the Noumenon of "do", and sums up in detail two teaching methods of the meaning of "do".
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195
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