本文選題：對(duì)外漢語(yǔ)　切入點(diǎn)：漢字　出處：《曲阜師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：對(duì)外漢字教學(xué)是對(duì)外漢語(yǔ)教學(xué)的重要組成部分�！白衷醋R(shí)字法”是對(duì)外漢字教學(xué)的方法之一,是對(duì)漢字追根溯源,找出最初的造字理?yè)?jù),再結(jié)合漢字的演變,幫助漢字記憶和應(yīng)用。字源識(shí)字法涉及漢字的起源和本質(zhì),聯(lián)想和邏輯思維在學(xué)習(xí)過(guò)程中起到重要輔助作用,在以外國(guó)成年人和兒童為主要教學(xué)對(duì)象的對(duì)外漢語(yǔ)課堂中應(yīng)該可以有更大的應(yīng)用空間。本文嘗試?yán)砬遄衷�、字源學(xué)、字源識(shí)字法等相關(guān)概念,論述了字源識(shí)字法在心理學(xué)、符號(hào)學(xué)、文化學(xué)等相關(guān)學(xué)科中的理論依據(jù),指出了其在實(shí)際應(yīng)用中的局限性,并提出了初步對(duì)策。在此基礎(chǔ)上,選取包含字源知識(shí)的對(duì)外漢字教材《跟我學(xué)漢語(yǔ)·漢字課本(二)》,對(duì)這一教材的第16單元編寫(xiě)了教學(xué)設(shè)計(jì),以期對(duì)今后的對(duì)外漢字教學(xué)提供參考。本文共分六個(gè)部分:第一部分,研究背景。第二部分,字源識(shí)字法的研究現(xiàn)狀。第三部分,字源識(shí)字法的相關(guān)概念及其在實(shí)際應(yīng)用中的可行性和局限性。第四部分,簡(jiǎn)要介紹對(duì)外漢字教材及所選取的教材。第五部分,《跟我學(xué)漢語(yǔ)·漢字課本(二)》第16單元教學(xué)設(shè)計(jì)。第六部分,結(jié)語(yǔ)。
[Abstract]:Foreign Chinese characters teaching is an important part of teaching Chinese as a foreign language. "Etymological literacy" is one of the methods of foreign Chinese characters teaching, is to find out the characters Chinese characters as initial motivation, combined with the evolution of Chinese characters, Chinese characters help memory and application of etymology literacy. The origin and nature of Lenovo and logic to Chinese characters. Thinking plays an important role in the learning process, in order to foreign adults and children as the main object of teaching in TCFL classroom should have greater use of space. This paper attempts to sort out the word source, etymology, etymology literacy method and other related concepts, discusses the etymological literacy in psychology, symbols study, the theoretical basis of the related disciplines of cultural studies, and points out its limitations in practice, and puts forward some countermeasures. On this basis, selects word source knowledge of foreign textbooks "learn Chinese with me Chinese characters Chinese characters, books (two) > sixteenth units on the textbooks, the teaching design, in order to provide reference for the future teaching of foreign Chinese characters. This paper is divided into six parts: the first part, the research background. The second part, research status of etymology literacy. In the third part, the related concepts of general word word source the method and its feasibility and limitations. The fourth part introduces foreign teaching materials and teaching Chinese characters selected. The fifth part, "learn Chinese with me, Chinese characters textbooks (two) > sixteenth unit teaching design. The sixth part, the conclusion.

【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1587537