新HSK6級(jí)閱讀題型及應(yīng)試策略研究
發(fā)布時(shí)間：2018-09-05 09:33
【摘要】：自2009年11月以來(lái),國(guó)家漢辦正式推出新漢語(yǔ)水平考試并受到廣泛關(guān)注,通過這項(xiàng)考試也成為目前部分母語(yǔ)為非漢語(yǔ)的學(xué)習(xí)者來(lái)華學(xué)習(xí)或工作的一項(xiàng)要求。新HSK6級(jí)作為這項(xiàng)考試的最高等級(jí),其難度之大是不言而喻的,且閱讀部分作為該試題的主要部分被很多考生認(rèn)為是最難的部分。目前學(xué)者對(duì)新HSK6級(jí)試題的研究多集中于舊HSK高等與新HSK6級(jí)在等級(jí)、詞匯、理論基礎(chǔ)、題型方面的對(duì)比;關(guān)于閱讀部分的研究多集中于對(duì)模擬題、真題的統(tǒng)計(jì)分析,但真題數(shù)量較少,且分析角度有限;提出的應(yīng)試策略多從題型入手進(jìn)行分析。因此,本文以新HSK6級(jí)閱讀部分為研究對(duì)象,對(duì)《HSK中國(guó)漢語(yǔ)水平考試大綱(高等)》與《新漢語(yǔ)水平考試大綱HSK(六級(jí))》兩部大綱的漢字重復(fù)率方面進(jìn)行對(duì)比,以此探索兩套大綱之間的傳承關(guān)系;對(duì)閱讀部分的研究建立在對(duì)2010年至2013年連續(xù)四年真題的統(tǒng)計(jì)分析上,提高了研究結(jié)果的可信度,且豐富了對(duì)試題的分析角度;應(yīng)試策略的提出以分析學(xué)生備考、閱讀教學(xué)及閱讀教材現(xiàn)狀為前提,為提高學(xué)生HSK6級(jí)閱讀成績(jī)提出更全面的建議。本文共七部分,第一部分為緒論,首先介紹了本課題研究的目的及意義,然后結(jié)合研究?jī)?nèi)容闡述了具體的研究方法,最后從新舊HSK對(duì)比、新HSK6級(jí)閱讀、閱讀教學(xué)、對(duì)外漢語(yǔ)閱讀方法與策略及閱讀教材五個(gè)方面介紹研究現(xiàn)狀,為本課題的研究提供借鑒意義。第二部分為舊HSK高等與新HSK6級(jí)在等級(jí)、漢字、詞匯和題型四方面的對(duì)比分析。通過分析筆者發(fā)現(xiàn)新HSK6級(jí)與舊HSK高等之間存在緊密的聯(lián)系,且新HSK6級(jí)試題設(shè)置得更為合理。第三部分深入具體地分析新HSK6級(jí)閱讀的四部分。對(duì)查找病句部分,從病句類型角度統(tǒng)計(jì)分析;對(duì)選詞填空部分,從詞性及成語(yǔ)的分布角度統(tǒng)計(jì)分析;對(duì)選句填空部分,從語(yǔ)句間的邏輯關(guān)系及銜接方式角度統(tǒng)計(jì)分析;對(duì)短文閱讀,從問題類型、短文話題及短文篇幅三個(gè)角度進(jìn)行分析。第四部分筆者通過調(diào)查問卷了解留學(xué)生備考新HSK6級(jí)閱讀部分的現(xiàn)狀,并分析其存在的問題,最后結(jié)合試題及備考心態(tài)等提出應(yīng)對(duì)策略。第五部分分析研究閱讀課教學(xué)的現(xiàn)狀,并提出教學(xué)改進(jìn)策略。通過課堂觀察、訪談及調(diào)查問卷分析,筆者提出目前閱讀課教學(xué)的不足,從教師教學(xué)的角度提出應(yīng)對(duì)新HSK6級(jí)閱讀考試的策略。第六部分從詞匯、文章內(nèi)容、文章長(zhǎng)度及練習(xí)題四個(gè)角度分析閱讀教材《發(fā)展?jié)h語(yǔ)高級(jí)閱讀》的編寫現(xiàn)狀,并結(jié)合對(duì)新HSK6級(jí)閱讀試題及調(diào)查問卷分析結(jié)果提出相應(yīng)的編寫建議。第七部分為結(jié)語(yǔ),總結(jié)了本課題的研究成果及存在的不足之處。希望本文提出的策略對(duì)提高學(xué)生閱讀能力和HSK6級(jí)閱讀成績(jī)有所幫助,且對(duì)目前閱讀課教學(xué)及閱讀教材編寫提供一些借鑒意義。
[Abstract]:Since November 2009, the State Office of Chinese has officially launched the New Chinese proficiency Test and received extensive attention. Passing this examination has also become a requirement for some non-Chinese native speakers to study or work in China at present. The difficulty of the new HSK6, the highest level of the exam, is self-evident, and reading is considered by many candidates to be the most difficult part of the exam. At present, scholars' researches on the new HSK6 level are mostly focused on the comparison between the old HSK higher level and the new HSK6 level in terms of grade, vocabulary, theoretical basis and question type, and the reading part mainly focuses on the statistical analysis of the simulation questions and the real questions. However, the number of real questions is relatively small, and the analysis angle is limited. Therefore, taking the reading part of the new HSK6 level as the research object, this paper compares the repetition rate of Chinese characters between the < HSK outline of Chinese proficiency examination (higher) > and the outline of New Chinese proficiency Test outline HSK (level 6). In order to explore the inheritance relationship between the two sets of syllabuses, the reading part of the study is based on the statistical analysis of the four consecutive years from 2010 to 2013, which improves the credibility of the research results and enriches the analysis angle of the test questions. On the premise of analyzing the present situation of students' preparation for the examination, reading teaching and reading teaching materials, the paper puts forward more comprehensive suggestions for improving students' reading scores at HSK6 level. This article has seven parts, the first part is the introduction, first introduced the purpose and significance of this research, then combined the research content elaborated the concrete research method, finally from the new old HSK contrast, the new HSK6 level reading, the reading teaching, This paper introduces the research status of reading methods and strategies and reading materials in TCFL, which provides reference for the research of this topic. The second part is the comparative analysis of the old HSK higher level and the new HSK6 level in four aspects: grade, Chinese character, vocabulary and question type. The author finds that there is a close relationship between the new HSK6 level and the old HSK higher level, and the new HSK6 level test questions are set more reasonably. The third part analyzes the four parts of the new HSK6 reading. The statistical analysis is made from the perspective of the type of the ill sentence, the part of choosing words and the distribution of idioms, and the logical relationship between sentences and the way of cohesion, for the part of finding the sick sentence, and the statistical analysis for the part of finding the sick sentence, as well as the statistical analysis of the distribution of the idiom and the part of the choice of words. This paper analyzes the short passage reading from three angles: question type, short passage topic and short passage length. In the fourth part, the author investigates the current situation of the reading part of the new HSK6 level, and analyzes the existing problems. Finally, combined with the test questions and the mentality of preparing for the test, the author puts forward some countermeasures. The fifth part analyzes the present situation of reading teaching and puts forward teaching improvement strategies. Through classroom observation, interview and questionnaire analysis, the author points out the deficiency of reading class teaching at present, and puts forward some strategies to deal with the new HSK6 reading test from the perspective of teachers' teaching. In the sixth part, the author analyzes the current situation of compiling the reading textbook "developing Chinese Advanced Reading" from four angles of vocabulary, content, length and exercises, and puts forward corresponding suggestions for compiling the new HSK6 reading test and the results of the questionnaire. The seventh part is the conclusion, summarizes the research results and the shortcomings of this topic. It is hoped that the strategies proposed in this paper will be helpful to the improvement of students' reading ability and the reading scores of HSK6 level, and will also provide some reference significance for the current reading teaching and the compilation of reading textbooks.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195
本文編號(hào)：2223880
[Abstract]:Since November 2009, the State Office of Chinese has officially launched the New Chinese proficiency Test and received extensive attention. Passing this examination has also become a requirement for some non-Chinese native speakers to study or work in China at present. The difficulty of the new HSK6, the highest level of the exam, is self-evident, and reading is considered by many candidates to be the most difficult part of the exam. At present, scholars' researches on the new HSK6 level are mostly focused on the comparison between the old HSK higher level and the new HSK6 level in terms of grade, vocabulary, theoretical basis and question type, and the reading part mainly focuses on the statistical analysis of the simulation questions and the real questions. However, the number of real questions is relatively small, and the analysis angle is limited. Therefore, taking the reading part of the new HSK6 level as the research object, this paper compares the repetition rate of Chinese characters between the < HSK outline of Chinese proficiency examination (higher) > and the outline of New Chinese proficiency Test outline HSK (level 6). In order to explore the inheritance relationship between the two sets of syllabuses, the reading part of the study is based on the statistical analysis of the four consecutive years from 2010 to 2013, which improves the credibility of the research results and enriches the analysis angle of the test questions. On the premise of analyzing the present situation of students' preparation for the examination, reading teaching and reading teaching materials, the paper puts forward more comprehensive suggestions for improving students' reading scores at HSK6 level. This article has seven parts, the first part is the introduction, first introduced the purpose and significance of this research, then combined the research content elaborated the concrete research method, finally from the new old HSK contrast, the new HSK6 level reading, the reading teaching, This paper introduces the research status of reading methods and strategies and reading materials in TCFL, which provides reference for the research of this topic. The second part is the comparative analysis of the old HSK higher level and the new HSK6 level in four aspects: grade, Chinese character, vocabulary and question type. The author finds that there is a close relationship between the new HSK6 level and the old HSK higher level, and the new HSK6 level test questions are set more reasonably. The third part analyzes the four parts of the new HSK6 reading. The statistical analysis is made from the perspective of the type of the ill sentence, the part of choosing words and the distribution of idioms, and the logical relationship between sentences and the way of cohesion, for the part of finding the sick sentence, and the statistical analysis for the part of finding the sick sentence, as well as the statistical analysis of the distribution of the idiom and the part of the choice of words. This paper analyzes the short passage reading from three angles: question type, short passage topic and short passage length. In the fourth part, the author investigates the current situation of the reading part of the new HSK6 level, and analyzes the existing problems. Finally, combined with the test questions and the mentality of preparing for the test, the author puts forward some countermeasures. The fifth part analyzes the present situation of reading teaching and puts forward teaching improvement strategies. Through classroom observation, interview and questionnaire analysis, the author points out the deficiency of reading class teaching at present, and puts forward some strategies to deal with the new HSK6 reading test from the perspective of teachers' teaching. In the sixth part, the author analyzes the current situation of compiling the reading textbook "developing Chinese Advanced Reading" from four angles of vocabulary, content, length and exercises, and puts forward corresponding suggestions for compiling the new HSK6 reading test and the results of the questionnaire. The seventh part is the conclusion, summarizes the research results and the shortcomings of this topic. It is hoped that the strategies proposed in this paper will be helpful to the improvement of students' reading ability and the reading scores of HSK6 level, and will also provide some reference significance for the current reading teaching and the compilation of reading textbooks.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195
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，本文編號(hào)：2223880
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