本文選題：蒙古國(guó) + 初級(jí)水平　； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：近年來(lái),中蒙兩國(guó)的文化交流越來(lái)越頻繁,漢語(yǔ)越來(lái)越受到蒙古國(guó)學(xué)生的歡迎和重視�，F(xiàn)在很多中國(guó)高等院校都有蒙古的留學(xué)生,因此漢語(yǔ)已成為蒙古學(xué)生學(xué)習(xí)的一個(gè)重要內(nèi)容。對(duì)于非漢字文化圈的蒙古留學(xué)生來(lái)說(shuō),漢字與蒙文有著顯著的不同,所以漢字是學(xué)生學(xué)習(xí)漢語(yǔ)最大的難點(diǎn)。同時(shí)在漢語(yǔ)學(xué)習(xí)過(guò)程中,漢字的學(xué)習(xí)也是一個(gè)獨(dú)具特色的部分。本文以筆者在東北師范大學(xué)從事漢字教學(xué)的一年實(shí)踐為基礎(chǔ),以調(diào)研、搜集到的36名學(xué)生的語(yǔ)料為依據(jù),并通過(guò)對(duì)學(xué)生的問(wèn)卷調(diào)查,發(fā)現(xiàn)并總結(jié)了蒙古留學(xué)生在初級(jí)階段的漢字學(xué)習(xí)中容易出現(xiàn)的一些問(wèn)題,并分析了問(wèn)題產(chǎn)生的原因。文章主體分為五部分,第一部分是對(duì)外漢字教學(xué)課堂活動(dòng)的相關(guān)概念與理論基礎(chǔ);第二部分是對(duì)蒙留學(xué)生初級(jí)漢字教學(xué)課堂活動(dòng)的背景分析;第三部分是蒙古留學(xué)生初級(jí)階段漢字學(xué)習(xí)的主要問(wèn)題及成因分析;第四部分是對(duì)蒙留學(xué)生初級(jí)漢字教學(xué)課堂活動(dòng)的準(zhǔn)備與實(shí)施;第五部分是對(duì)蒙留學(xué)生初級(jí)漢字教學(xué)課堂活動(dòng)的反饋與反思。本研究以漢字本體的理論、建構(gòu)主義及認(rèn)知主義作為基本的理論基礎(chǔ),以解決學(xué)生常見(jiàn)的漢字偏誤為出發(fā)點(diǎn),以培養(yǎng)學(xué)生學(xué)習(xí)漢字的興趣和幫助學(xué)生掌握漢字知識(shí)為目標(biāo),筆者開(kāi)始嘗試設(shè)計(jì)一些有效的、有趣味性的漢字課堂活動(dòng)。本文詳細(xì)論述了15個(gè)漢字課堂活動(dòng),這些活動(dòng)內(nèi)容涉及了字形、字音、字義等。筆者主要是通過(guò)對(duì)學(xué)生進(jìn)行問(wèn)卷調(diào)查來(lái)考察這些課堂活動(dòng)的效果。調(diào)查數(shù)據(jù)顯示,在漢字教學(xué)中加入課堂活動(dòng)能夠激發(fā)學(xué)生學(xué)習(xí)漢字的興趣,對(duì)學(xué)生學(xué)習(xí)漢字有一定的幫助,對(duì)教師的課堂教學(xué)也有一定的效果。
[Abstract]:In recent years, cultural exchanges between China and Mongolia have become more and more frequent, and Chinese has been more and more welcomed and valued by Mongolian students. At present, many Chinese universities have Mongolian students, so Chinese has become an important part of Mongolian students' study. For the Mongolian students in the cultural circle of non-Chinese characters, there are significant differences between Chinese characters and Mongolian characters, so Chinese characters are the biggest difficulty for students to learn Chinese. At the same time, in the process of learning Chinese, the study of Chinese characters is also a unique part. This paper is based on the author's practice in teaching Chinese characters in Northeast normal University for one year, based on a survey of 36 students' corpus, and a questionnaire survey of the students. This paper finds and summarizes some problems which are easy to appear in the Chinese character learning of Mongolian students in the primary stage, and analyzes the causes of the problems. The main body of the article is divided into five parts, the first part is the related concepts and theoretical basis of the classroom activities of Chinese character teaching in foreign countries, the second part is the background analysis of the primary Chinese character teaching activities of Mongolian students. The third part is the analysis of the main problems and causes of Chinese character learning in the primary stage of Mongolian students, the fourth part is the preparation and implementation of the classroom activities of Mongolian students' primary Chinese character teaching. The fifth part is the feedback and reflection of Mongolian students' primary Chinese character teaching activities. This research takes the theory of Chinese character ontology, constructivism and cognitivism as the basic theoretical basis, to solve the common errors of Chinese characters as the starting point, to cultivate students' interest in learning Chinese characters and to help students master the knowledge of Chinese characters. I began to try to design some effective, interesting Chinese character classroom activities. This paper discusses in detail the activities of 15 Chinese characters, which involve the form, pronunciation, meaning, etc. The author investigates the effect of these classroom activities by questionnaire survey. The investigation data show that adding classroom activities to the teaching of Chinese characters can stimulate students' interest in learning Chinese characters, help students to learn Chinese characters, and have certain effects on teachers' classroom teaching.
【學(xué)位授予單位】：東北師范大學(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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