【摘要】：對外漢語教學是一門語言技能課。近年來,隨著中國國際地位的不斷提升,越來越多的外國人開始學習漢語,對外漢語教學也漸漸地形成了一套完整的系統(tǒng)。其中,無論是對外漢語教學中的本體研究,還是在教學方法、原則等方面的研究,都取得了顯著的成績,積累了豐富的經(jīng)驗。然而,對外漢語在蓬勃發(fā)展的同時也受到了嚴重的挑戰(zhàn),如詞匯方面的研究與教學,對于一般詞匯的教學已經(jīng)形成了比較系統(tǒng)的研究,但包含于詞匯教學中的成語教學卻沒有得到足夠的重視,成語教學的體例不完備,嚴重影響了對外漢語教學的發(fā)展。 成語是漢語詞匯中一道獨特的風景線,在整個漢語體系中占有非常重要的地位。成語集漢語的語言、詞匯、語法,以及中國的文化于一體,結構完備而定型,意義簡潔凝練,蘊含著獨特的民族文化色彩。對于留學生來講,學習漢語成語,是其了解中國文化的有效途徑之一。 本文首先從對外漢語教學中成語教學的研究意義及目的、研究現(xiàn)狀出發(fā),分析了至今為止學界對于成語教學的研究現(xiàn)狀,并強調了成語教學在整個對外漢語教學中的地位,成語教學是對外漢語教學的重點也是難點,蘊含著中國優(yōu)秀的文化價值；其次,本文從實踐著手,具體分析了對外漢語教學中成語教學的內容和方法,并引用相應的教學設計理論,如：對外漢語教學設計理論與語言學理論、語言習得理論和對外漢語教學理論,論述了對外漢語教學中成語教學的理論支撐；最后,本文從對外漢語綜合課教材《漢語教程》第三冊(上)第七課的課文《成語故事》入手,以對外漢語教學設計理論與語言學理論、語言習得理論和對外漢語教學理論為理論支撐,結合對外漢語教學中的教學原則與方法,以綜合課教學為依托,對成語故事——濫竽充數(shù)、自相矛盾,做了一個比較完整的教學設計。 另外,本人也將依據(jù)這套教材的教學思想和教學體例,探索創(chuàng)新對外漢語綜合課中成語教學的方法,進而為教學者和學習者提供有益的教學和學習幫助。
[Abstract]:Teaching Chinese as a foreign language is a language skill course. In recent years, with the continuous improvement of China's international status, more and more foreigners begin to learn Chinese, and the teaching of Chinese as a foreign language has gradually formed a complete system. Among them, both Noumenon study in teaching Chinese as a foreign language, teaching methods, principles and other aspects have made remarkable achievements and accumulated rich experience. However, while the development of TCSL is booming, it is also faced with serious challenges. For example, the research and teaching of vocabulary has formed a relatively systematic study on the teaching of general vocabulary. However, the teaching of idioms contained in vocabulary teaching has not been paid enough attention to, and the style of idiom teaching is not perfect, which seriously affects the development of teaching Chinese as a foreign language. Idioms are a unique landscape in Chinese vocabulary and play a very important role in the whole Chinese language system. Idioms are integrated with Chinese language, vocabulary, grammar and Chinese culture. For foreign students, learning Chinese idioms is one of the effective ways to understand Chinese culture. Firstly, from the perspective of the significance and purpose of idiom teaching in teaching as a foreign language, this paper analyzes the current situation of idiom teaching in academic circles, and emphasizes the position of idiom teaching in the whole teaching of Chinese as a foreign language. Idiom teaching is the focus and difficulty of teaching Chinese as a foreign language, which contains the outstanding cultural value of China. Secondly, this paper analyzes the contents and methods of idiom teaching in teaching Chinese as a foreign language from practice, and cites the corresponding teaching design theories, such as the design theory of teaching Chinese as a foreign language and the theory of linguistics. The theory of language acquisition and the theory of teaching Chinese as a foreign language are discussed, and the theoretical support of idiom teaching in teaching Chinese as a foreign language is discussed. Finally, this paper starts with the text "idiom Story" in lesson 7 of the textbook "Chinese course for Chinese as a Foreign language", and uses the theory of instructional design and the theory of linguistics in teaching Chinese as a foreign language. Based on the theory of language acquisition and the theory of teaching Chinese as a foreign language, combined with the teaching principles and methods in teaching Chinese as a foreign language, and relying on the teaching of comprehensive courses, the author contradicts the idiom story, that is, to make up the number of idioms. Made a relatively complete teaching design. In addition, according to the teaching thought and teaching style of this set of teaching materials, I will explore and innovate the teaching methods of idioms in the comprehensive course of Chinese as a foreign language, and then provide beneficial teaching and learning help for the teachers and learners.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

【共引文獻】

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本文編號：2380607