初級(jí)階段歐美留學(xué)生漢字部件認(rèn)知情況考察與分析
發(fā)布時(shí)間：2019-05-18 14:45
【摘要】：本文是對(duì)初級(jí)階段歐美留學(xué)生漢字部件認(rèn)知情況進(jìn)行的實(shí)驗(yàn)性定量研究,旨在通過(guò)研究學(xué)習(xí)者漢字部件屬性的認(rèn)知能力對(duì)漢字書(shū)寫(xiě)能力的影響,探討在初級(jí)階段的漢字教學(xué)中,如何有效地通過(guò)部件教學(xué)法提高歐美留學(xué)生的漢字水平。實(shí)驗(yàn)通過(guò)調(diào)查問(wèn)卷的方式主要驗(yàn)證了以下三個(gè)假設(shè)：假設(shè)一,學(xué)習(xí)者漢字部件含義認(rèn)知能力越強(qiáng),漢字書(shū)寫(xiě)能力越強(qiáng)；假設(shè)二,學(xué)習(xí)者漢字部件拆分和組合能力越強(qiáng),漢字書(shū)寫(xiě)能力越強(qiáng)；假設(shè)三,學(xué)習(xí)者漢字部件形體識(shí)別能力越強(qiáng),漢字書(shū)寫(xiě)能力越強(qiáng)。實(shí)驗(yàn)設(shè)計(jì)基于以上三個(gè)假設(shè)。為了驗(yàn)證假設(shè)一,我們分別考察了留學(xué)生的部件含義認(rèn)知能力(分為成字部件和非成字部件)和部件含義翻譯能力；為了驗(yàn)證假設(shè)二,我們分別考察了留學(xué)生的部件組合能力和部件拆分能力；為了驗(yàn)證假設(shè)三,我們分別考察了留學(xué)生的真假字辨析能力和形近部件辨析能力。同時(shí)我們以“單句書(shū)寫(xiě)能力”和“短文書(shū)寫(xiě)能力”分別作為因變量漢字書(shū)寫(xiě)能力的兩個(gè)維度。研究結(jié)果表明：自變量中的“部件含義認(rèn)知能力”(尤其是“成字部件認(rèn)知能力”)和“部件組合能力”對(duì)因變量“漢字單句書(shū)寫(xiě)能力”和“漢字短文書(shū)寫(xiě)能力”的影響非常顯著。根據(jù)研究結(jié)果,我們提出了在初級(jí)階段漢字教學(xué)中,運(yùn)用部件教學(xué)法時(shí)需要注意的三點(diǎn)教學(xué)原則,分別是：注重講解成字部件的含義、提高學(xué)習(xí)者運(yùn)用部件組字的能力以及說(shuō)明部件形體的變化。本文一共分為五章： 第一章,說(shuō)明本文的研究緣起,并且在現(xiàn)有理論及前人研究結(jié)果的基礎(chǔ)上明確研究的對(duì)象、范圍、目的、方法和步驟。 第二章,綜述從漢語(yǔ)言文字學(xué)角度對(duì)漢字部件的研究,第二語(yǔ)言習(xí)得角度對(duì)漢字部件習(xí)得與認(rèn)知的研究,以及教學(xué)法角度對(duì)部件教學(xué)法的研究。 第三章,通過(guò)問(wèn)卷調(diào)查以及課堂觀察的方法對(duì)留學(xué)生漢字部件認(rèn)知能力與漢字書(shū)寫(xiě)能力進(jìn)行多元線性回歸分析,同時(shí)對(duì)變量的各個(gè)維度作相關(guān)分析。結(jié)果表明,學(xué)習(xí)者對(duì)于漢字成字部件的認(rèn)知能力與學(xué)習(xí)者部件組合能力及對(duì)部件結(jié)構(gòu)位置的認(rèn)知能力與學(xué)習(xí)者漢字書(shū)寫(xiě)能力的相關(guān)最顯著,然后提出教學(xué)建議從而幫助教師提高教學(xué)效率,同時(shí)減輕學(xué)習(xí)者的漢字學(xué)習(xí)畏難情緒。 第四章,根據(jù)統(tǒng)計(jì)分析的結(jié)果,提出相應(yīng)的教學(xué)建議從而幫助教師提高教學(xué)效率,減輕留學(xué)生學(xué)習(xí)漢字的畏難情緒,提高他們的漢字水平。 第五章,即結(jié)語(yǔ),在總結(jié)全文的基礎(chǔ)上指出本研究的局限性,并提出進(jìn)一步的研究設(shè)想。
[Abstract]:This paper is an experimental quantitative study on the cognition of Chinese character components of European and American students in the primary stage. The purpose of this paper is to study the influence of learners' cognitive ability of Chinese character component attributes on Chinese character writing ability, and to explore the teaching of Chinese characters in the primary stage. How to effectively improve the level of Chinese characters of European and American students through the component teaching method. The experiment mainly verifies the following three hypotheses by questionnaire: first, the stronger the learners' cognitive ability of the meaning of Chinese character components, the stronger the writing ability of Chinese characters; Hypothesis 2, the stronger the learner's ability to split and combine Chinese character components, the stronger the Chinese character writing ability; third, the stronger the learner's Chinese character component shape recognition ability is, the stronger the Chinese character writing ability is. The experimental design is based on the above three assumptions. In order to verify hypothesis one, we examined the cognitive ability of component meaning (divided into word-forming part and non-word-forming part) and component meaning translation ability of foreign students, respectively. In order to verify hypothesis 2, we examine the component combination ability and component resolution ability of foreign students respectively; in order to verify hypothesis 3, we examine the true and false word discrimination ability and the close component discrimination ability of foreign students respectively. At the same time, we take "single sentence writing ability" and "short writing ability" as the two dimensions of dependent Chinese character writing ability. The results show that the cognitive ability of component meaning in independent variables (especially the cognitive ability of components) and the ability of component combination to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability" in independent variables are shown to be "component meaning cognitive ability" and "component combination ability" to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability". "the impact is very significant. According to the results of the study, we put forward three teaching principles that should be paid attention to when using the component teaching method in the teaching of Chinese characters in the primary stage, namely, paying attention to explaining the meaning of the components. Improve learners' ability to use component groups and explain changes in the shape of components. This paper is divided into five chapters: the first chapter explains the origin of this study, and clarifies the object, scope, purpose, method and steps of the study on the basis of the existing theory and previous research results. The second chapter summarizes the research on Chinese character components from the perspective of Chinese language philology, the acquisition and cognition of Chinese character components from the perspective of second language acquisition, and the research on component teaching method from the perspective of teaching method. In the third chapter, through questionnaire survey and classroom observation, the cognitive ability of Chinese character components and the writing ability of Chinese characters of foreign students are analyzed by multiple linear regression analysis, and the correlation analysis of each dimension of variables is made at the same time. The results show that learners' cognitive ability for Chinese character components is most significantly correlated with learners' component combination ability and their cognitive ability for component structure position and learners' Chinese character writing ability. Then some teaching suggestions are put forward to help teachers improve teaching efficiency and reduce learners' fear of learning Chinese characters. The fourth chapter, according to the results of statistical analysis, puts forward the corresponding teaching suggestions to help teachers improve teaching efficiency, reduce the fear of foreign students to learn Chinese characters, and improve their level of Chinese characters. The fifth chapter, that is, the conclusion, points out the limitations of this study on the basis of summing up the full text, and puts forward some further research ideas.
【學(xué)位授予單位】：復(fù)旦大學(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)：2480095
[Abstract]:This paper is an experimental quantitative study on the cognition of Chinese character components of European and American students in the primary stage. The purpose of this paper is to study the influence of learners' cognitive ability of Chinese character component attributes on Chinese character writing ability, and to explore the teaching of Chinese characters in the primary stage. How to effectively improve the level of Chinese characters of European and American students through the component teaching method. The experiment mainly verifies the following three hypotheses by questionnaire: first, the stronger the learners' cognitive ability of the meaning of Chinese character components, the stronger the writing ability of Chinese characters; Hypothesis 2, the stronger the learner's ability to split and combine Chinese character components, the stronger the Chinese character writing ability; third, the stronger the learner's Chinese character component shape recognition ability is, the stronger the Chinese character writing ability is. The experimental design is based on the above three assumptions. In order to verify hypothesis one, we examined the cognitive ability of component meaning (divided into word-forming part and non-word-forming part) and component meaning translation ability of foreign students, respectively. In order to verify hypothesis 2, we examine the component combination ability and component resolution ability of foreign students respectively; in order to verify hypothesis 3, we examine the true and false word discrimination ability and the close component discrimination ability of foreign students respectively. At the same time, we take "single sentence writing ability" and "short writing ability" as the two dimensions of dependent Chinese character writing ability. The results show that the cognitive ability of component meaning in independent variables (especially the cognitive ability of components) and the ability of component combination to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability" in independent variables are shown to be "component meaning cognitive ability" and "component combination ability" to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability". "the impact is very significant. According to the results of the study, we put forward three teaching principles that should be paid attention to when using the component teaching method in the teaching of Chinese characters in the primary stage, namely, paying attention to explaining the meaning of the components. Improve learners' ability to use component groups and explain changes in the shape of components. This paper is divided into five chapters: the first chapter explains the origin of this study, and clarifies the object, scope, purpose, method and steps of the study on the basis of the existing theory and previous research results. The second chapter summarizes the research on Chinese character components from the perspective of Chinese language philology, the acquisition and cognition of Chinese character components from the perspective of second language acquisition, and the research on component teaching method from the perspective of teaching method. In the third chapter, through questionnaire survey and classroom observation, the cognitive ability of Chinese character components and the writing ability of Chinese characters of foreign students are analyzed by multiple linear regression analysis, and the correlation analysis of each dimension of variables is made at the same time. The results show that learners' cognitive ability for Chinese character components is most significantly correlated with learners' component combination ability and their cognitive ability for component structure position and learners' Chinese character writing ability. Then some teaching suggestions are put forward to help teachers improve teaching efficiency and reduce learners' fear of learning Chinese characters. The fourth chapter, according to the results of statistical analysis, puts forward the corresponding teaching suggestions to help teachers improve teaching efficiency, reduce the fear of foreign students to learn Chinese characters, and improve their level of Chinese characters. The fifth chapter, that is, the conclusion, points out the limitations of this study on the basis of summing up the full text, and puts forward some further research ideas.
【學(xué)位授予單位】：復(fù)旦大學(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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