本文選題：古巴學(xué)生 + 形近漢字�。� 參考：《廣西民族大學(xué)》2017年碩士論文

【摘要】：文章共分為七個(gè)部分,以古巴哈瓦那大學(xué)孔子學(xué)院為例,對(duì)古巴學(xué)生形近字學(xué)習(xí)進(jìn)行研究。緒論部分,對(duì)前人形近字的研究進(jìn)行梳理,介紹了研究?jī)?nèi)容以及方法,并對(duì)古巴哈瓦那大學(xué)孔子學(xué)院做了簡(jiǎn)單的介紹。第一章對(duì)漢語(yǔ)形近字的定義、產(chǎn)生原因及分類進(jìn)行介紹。從字形結(jié)構(gòu)出發(fā),將形近字分為三種類型:形近漢字同為獨(dú)體字、形近漢字同為合體字、形近漢字為獨(dú)體字和合體字,并對(duì)《新實(shí)用漢語(yǔ)課本》里的形近字進(jìn)行分析。第二章是對(duì)古巴哈瓦那大學(xué)孔子學(xué)院學(xué)生學(xué)習(xí)形近字的調(diào)查。以古巴哈瓦那大學(xué)孔子學(xué)院初級(jí)一級(jí)至高級(jí)二級(jí)共六個(gè)級(jí)別的學(xué)生為調(diào)查對(duì)象,通過(guò)問(wèn)卷調(diào)查的方式,分兩個(gè)問(wèn)卷考察學(xué)生對(duì)所學(xué)課本中形近字的掌握情況。認(rèn)為古巴學(xué)生在識(shí)認(rèn)形近字字音、字義時(shí),錯(cuò)誤率隨學(xué)生水平提高而逐漸降低;而在辯別形近字字形時(shí),錯(cuò)誤率與學(xué)生漢語(yǔ)水平?jīng)]有明顯聯(lián)系,形近字字形的識(shí)認(rèn)是古巴學(xué)生學(xué)習(xí)形近字的難點(diǎn)。在辨別形近字字形時(shí),形近字同為獨(dú)體字中的下部相同,上部不同的形近字識(shí)認(rèn)錯(cuò)誤率最高;形近字同為合體字中的同為左右結(jié)構(gòu),相同部件位置不同的形近字識(shí)認(rèn)錯(cuò)誤率最高。第三章分析了影響古巴哈瓦那學(xué)生形近字學(xué)習(xí)的因素,并針對(duì)存在的問(wèn)題提出相應(yīng)的教學(xué)建議。認(rèn)為影響學(xué)生形近字學(xué)習(xí)的因素主要有漢字自身的特點(diǎn)、學(xué)生自身的認(rèn)知特點(diǎn)和學(xué)習(xí)方法、漢字教學(xué)的重視程度、漢字教學(xué)時(shí)間等。第四章針對(duì)存在的問(wèn)題,首先建議針對(duì)漢字結(jié)構(gòu)特點(diǎn),從古巴學(xué)生學(xué)習(xí)習(xí)慣入手;其次,建議學(xué)生應(yīng)該克服畏難情緒,掌握正確的學(xué)習(xí)方法,培養(yǎng)字感;第三,教師要重視形近字的教學(xué),采取正確有效的多種方法進(jìn)行教學(xué);最后,建議學(xué)校增設(shè)專門的漢字課,增加漢字教學(xué)的時(shí)間。第五章為結(jié)語(yǔ)部分,對(duì)文章進(jìn)行總結(jié),同時(shí)介紹研究的不足及對(duì)后續(xù)研究的展望。附錄部分,附上本研究的兩份調(diào)查問(wèn)卷。
[Abstract]:This paper is divided into seven parts. Taking the Confucius Institute of Havana University of Cuba as an example, this paper studies the study of the form of Chinese characters among Cuban students. In the introduction part, the author makes a brief introduction to the Confucius Institute of Havana University in Cuba. The first chapter introduces the definition, causes and classification of Chinese characters. Based on the structure of the font, this paper classifies the near character into three types: the form and the near Chinese character is the single type character, the form near Chinese character is the combination character, the form near Chinese character is the single type character and the combined type character, and the near form character in the New practical Chinese textbook is analyzed. The second chapter is a survey of the students at the Confucius Institute of Havana University, Cuba. Taking the students of the Confucius Institute of the University of Havana, Cuba, as the subjects, two questionnaires were conducted to investigate the students' mastery of the Chinese characters in the textbooks. It is considered that the error rate decreases gradually with the improvement of the students' level in the recognition of the form and the meaning of the characters, but there is no obvious relationship between the error rate and the Chinese level of the students. The recognition of the shape is the difficulty for Cuban students to learn the form and character. In the discrimination of the shape of the near character, the near character is the same in the lower part of the single character, the highest rate of recognition error is in the different shape of the upper part of the character, and the same character is the same as the left and right structure in the composite character. The highest recognition error rate is found in the same parts with different positions. The third chapter analyzes the factors that affect the students' learning of near characters in Havana, Cuba, and puts forward some teaching suggestions for the existing problems. It is considered that the main factors affecting students' learning of Chinese characters are the characteristics of Chinese characters themselves, the cognitive characteristics and learning methods of students themselves, the importance of Chinese character teaching, the teaching time of Chinese characters, and so on. The fourth chapter is aimed at the existing problems, first of all, it is suggested to start with the study habits of Cuban students in view of the structural characteristics of Chinese characters; secondly, it is suggested that students should overcome the emotion of fear of difficulties, master the correct learning methods, and cultivate the sense of character; third, Teachers should pay attention to the teaching of Chinese characters and take correct and effective teaching methods. Finally, it is suggested that special Chinese characters courses be added in schools to increase the teaching time of Chinese characters. The fifth chapter is the conclusion part, which summarizes the article, and introduces the deficiency of the research and the prospect of the follow-up research. In the appendix, two questionnaires of this study are attached.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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