【摘要】：對(duì)外漢語(yǔ)教學(xué)是一門語(yǔ)言技能課。近年來,隨著中國(guó)國(guó)際地位的不斷提升,越來越多的外國(guó)人開始學(xué)習(xí)漢語(yǔ),對(duì)外漢語(yǔ)教學(xué)也漸漸地形成了一套完整的系統(tǒng)。其中,無(wú)論是對(duì)外漢語(yǔ)教學(xué)中的本體研究,還是在教學(xué)方法、原則等方面的研究,都取得了顯著的成績(jī),積累了豐富的經(jīng)驗(yàn)。然而,對(duì)外漢語(yǔ)在蓬勃發(fā)展的同時(shí)也受到了嚴(yán)重的挑戰(zhàn),如詞匯方面的研究與教學(xué),對(duì)于一般詞匯的教學(xué)已經(jīng)形成了比較系統(tǒng)的研究,但包含于詞匯教學(xué)中的成語(yǔ)教學(xué)卻沒有得到足夠的重視,成語(yǔ)教學(xué)的體例不完備,嚴(yán)重影響了對(duì)外漢語(yǔ)教學(xué)的發(fā)展。 成語(yǔ)是漢語(yǔ)詞匯中一道獨(dú)特的風(fēng)景線,在整個(gè)漢語(yǔ)體系中占有非常重要的地位。成語(yǔ)集漢語(yǔ)的語(yǔ)言、詞匯、語(yǔ)法,以及中國(guó)的文化于一體,結(jié)構(gòu)完備而定型,意義簡(jiǎn)潔凝練,蘊(yùn)含著獨(dú)特的民族文化色彩。對(duì)于留學(xué)生來講,學(xué)習(xí)漢語(yǔ)成語(yǔ),是其了解中國(guó)文化的有效途徑之一。 本文首先從對(duì)外漢語(yǔ)教學(xué)中成語(yǔ)教學(xué)的研究意義及目的、研究現(xiàn)狀出發(fā),分析了至今為止學(xué)界對(duì)于成語(yǔ)教學(xué)的研究現(xiàn)狀,并強(qiáng)調(diào)了成語(yǔ)教學(xué)在整個(gè)對(duì)外漢語(yǔ)教學(xué)中的地位,成語(yǔ)教學(xué)是對(duì)外漢語(yǔ)教學(xué)的重點(diǎn)也是難點(diǎn),蘊(yùn)含著中國(guó)優(yōu)秀的文化價(jià)值；其次,本文從實(shí)踐著手,具體分析了對(duì)外漢語(yǔ)教學(xué)中成語(yǔ)教學(xué)的內(nèi)容和方法,并引用相應(yīng)的教學(xué)設(shè)計(jì)理論,如：對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)理論與語(yǔ)言學(xué)理論、語(yǔ)言習(xí)得理論和對(duì)外漢語(yǔ)教學(xué)理論,論述了對(duì)外漢語(yǔ)教學(xué)中成語(yǔ)教學(xué)的理論支撐；最后,本文從對(duì)外漢語(yǔ)綜合課教材《漢語(yǔ)教程》第三冊(cè)(上)第七課的課文《成語(yǔ)故事》入手,以對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)理論與語(yǔ)言學(xué)理論、語(yǔ)言習(xí)得理論和對(duì)外漢語(yǔ)教學(xué)理論為理論支撐,結(jié)合對(duì)外漢語(yǔ)教學(xué)中的教學(xué)原則與方法,以綜合課教學(xué)為依托,對(duì)成語(yǔ)故事——濫竽充數(shù)、自相矛盾,做了一個(gè)比較完整的教學(xué)設(shè)計(jì)。 另外,本人也將依據(jù)這套教材的教學(xué)思想和教學(xué)體例,探索創(chuàng)新對(duì)外漢語(yǔ)綜合課中成語(yǔ)教學(xué)的方法,進(jìn)而為教學(xué)者和學(xué)習(xí)者提供有益的教學(xué)和學(xué)習(xí)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(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【共引文獻(xiàn)】

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本文編號(hào)：2380607