本文選題：泰國(guó)大學(xué) + 漢語(yǔ)教材�。� 參考：《濟(jì)南大學(xué)》2017年碩士論文

【摘要】：教材是教師教學(xué)、學(xué)生學(xué)習(xí)的必備材料。對(duì)學(xué)習(xí)漢語(yǔ)的外國(guó)學(xué)習(xí)者來(lái)說(shuō),對(duì)外漢語(yǔ)教材是留學(xué)生或外國(guó)學(xué)生接觸漢語(yǔ)、學(xué)習(xí)漢語(yǔ)的重要渠道。它編寫(xiě)的質(zhì)量對(duì)學(xué)習(xí)者學(xué)習(xí)效果起到重要作用。語(yǔ)音是外語(yǔ)學(xué)習(xí)的基礎(chǔ),外語(yǔ)學(xué)習(xí)首先要掌握語(yǔ)音。語(yǔ)音不僅是語(yǔ)言的基礎(chǔ)而且是語(yǔ)言的三大要素之一。本文以三套泰國(guó)大學(xué)漢語(yǔ)初級(jí)階段教材和一套中國(guó)小學(xué)一年級(jí)上冊(cè)語(yǔ)文教材的語(yǔ)音項(xiàng)目為研究對(duì)象,這四套教材分別是Prapin Manomaivibool《基礎(chǔ)漢語(yǔ)》(泰國(guó)學(xué)者編著),徐霄鷹、周小兵《泰國(guó)人學(xué)漢語(yǔ)》(中泰學(xué)者合編),楊寄洲《漢語(yǔ)教程》(中國(guó)學(xué)者編著),課程教材研究所小學(xué)語(yǔ)文課程教材研究開(kāi)發(fā)中心編著《語(yǔ)文》(中國(guó)學(xué)者編)。本文采用系統(tǒng)法、對(duì)比法、參考和分析法對(duì)四套漢語(yǔ)教材中語(yǔ)音項(xiàng)目的編排進(jìn)行研究,歸納各教材語(yǔ)音項(xiàng)目編排原則、內(nèi)容選取的異同,總結(jié)各自的優(yōu)缺點(diǎn),并利用泰國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)知識(shí)的調(diào)查問(wèn)卷,參考學(xué)習(xí)者語(yǔ)音學(xué)習(xí)及掌握狀況,揭示對(duì)外漢語(yǔ)教材中語(yǔ)音項(xiàng)目選取的系統(tǒng)情況,為了解和反映泰國(guó)大學(xué)漢語(yǔ)教材語(yǔ)音項(xiàng)目選排提供參考。本文共分為五部分,第一章為緒論,介紹本文的選題目的、背景以及研究對(duì)象和方法。第二章為泰國(guó)漢語(yǔ)教學(xué)的歷史和現(xiàn)狀,對(duì)泰國(guó)漢語(yǔ)教學(xué)的歷史和現(xiàn)狀及泰國(guó)漢語(yǔ)教材的現(xiàn)狀進(jìn)行說(shuō)明。第三章為漢語(yǔ)教材語(yǔ)音知識(shí)編排狀況,以三套泰國(guó)大學(xué)生使用的漢語(yǔ)教材為主要調(diào)查對(duì)象,輔以一套中國(guó)小學(xué)生使用的漢語(yǔ)教材,介紹四套漢語(yǔ)教材語(yǔ)音項(xiàng)目的整體編排情況。第四章為四套漢語(yǔ)教材語(yǔ)音項(xiàng)目編排的異同,比較和分析四套漢語(yǔ)教材語(yǔ)音項(xiàng)目的異同。第五章為教材語(yǔ)音項(xiàng)目實(shí)用性調(diào)查和教材語(yǔ)音項(xiàng)目編寫(xiě)建議,針對(duì)現(xiàn)有漢語(yǔ)教材語(yǔ)音項(xiàng)目的編排情況,采用調(diào)查問(wèn)卷的形式檢測(cè)泰國(guó)學(xué)生漢語(yǔ)語(yǔ)音的學(xué)習(xí)狀況,在此基礎(chǔ)上提出教材語(yǔ)音項(xiàng)目的編寫(xiě)建議。
[Abstract]:Teaching materials are essential materials for teachers to teach and students to learn. For foreign learners learning Chinese, teaching materials of Chinese as a foreign language is an important channel for foreign students to contact Chinese and learn Chinese. The quality of writing plays an important role in learners' learning effect. Phonetics is the basis of foreign language learning. Pronunciation is not only the basis of language but also one of the three elements of language. This paper studies three sets of Chinese teaching materials in the primary stage of Thai University and one set of Chinese textbooks for the first year of primary school in China. The four sets of textbooks are Prapin Manomaivibool, basic Chinese. Zhou Xiaobing, "Thai Learning Chinese" (Sino-Thai Scholars Co-editor, Yang Yazhou, Chinese course) (edited by Chinese scholars and compiled by the Center for the Research and Development of Primary School Chinese course Materials, Curriculum textbook Research Institute) (Chinese Scholars Edited by Chinese Scholars. This paper uses systematic method, contrast method, reference and analysis method to study the arrangement of phonetic items in four sets of Chinese teaching materials, sums up the principles of phonetic item arrangement, the similarities and differences of content selection, and summarizes the advantages and disadvantages of each set of Chinese textbooks. Using the questionnaire of Thai students' learning Chinese knowledge and referring to the learners' phonetic learning and mastering situation, the paper reveals the system of choosing phonological items in the textbooks of TCFL. In order to understand and reflect the Thai University Chinese textbook phonetic project selection provides a reference. This paper is divided into five parts. The first chapter is introduction, which introduces the purpose, background, research object and method of this paper. The second chapter is the history and present situation of Thai Chinese teaching, and explains the history and present situation of Thai Chinese teaching and the present situation of Thai Chinese teaching materials. The third chapter is the phonetic knowledge arrangement of Chinese teaching materials, taking three sets of Chinese textbooks used by Thai college students as the main objects of investigation, supplemented by a set of Chinese textbooks used by Chinese primary school students, introduces the overall arrangement of the four sets of Chinese teaching materials' phonetic items. Chapter four compares and analyzes the differences and similarities of phonetic items in four sets of Chinese textbooks. The fifth chapter is the practical investigation of the textbook phonetic project and the suggestions for compiling the textbook phonetic project. According to the arrangement of the existing Chinese textbook phonetic items, the form of questionnaire is used to detect the learning situation of Thai students' Chinese pronunciation. On the basis of this, the author puts forward some suggestions for compiling the phonetics project of the textbook.
【學(xué)位授予單位】：濟(jì)南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.4

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