【摘要】：喀山聯(lián)邦大學(xué)位于俄羅斯韃靼斯坦共和國,是俄羅斯境內(nèi)的老牌名校。2007年,喀山聯(lián)邦大學(xué)成立了漢語學(xué)科專業(yè),此后,便一直是俄羅斯伏爾加河流域最主要和最有前景的漢語教學(xué)中心之一。截至今年喀山聯(lián)邦大學(xué)已經(jīng)連續(xù)開展了十年的漢語教學(xué)與研究工作,并在此基礎(chǔ)上積極推動發(fā)展與中國的友好關(guān)系。喀山聯(lián)邦大學(xué)漢語教學(xué)在發(fā)展的過程中也存在著教師、學(xué)生、教材和教學(xué)制度方面的種種問題。因此,有必要在這些方面對其漢語教學(xué)現(xiàn)狀進(jìn)行調(diào)查研究,并在該調(diào)查結(jié)果基礎(chǔ)上提出相關(guān)的建議和完善策略,這不僅對俄羅斯喀山聯(lián)邦大學(xué)的漢語教學(xué)有很大的現(xiàn)實(shí)指導(dǎo)意義,而且對其他兄弟院校的漢語教學(xué)改革有參考價(jià)值。由此,筆者利用在喀山聯(lián)邦大學(xué)漢學(xué)系教學(xué)實(shí)習(xí)的機(jī)會對喀山聯(lián)邦大學(xué)漢語專業(yè)二、三、四年級的70名學(xué)生進(jìn)行了為期一個月的問卷調(diào)查。除了調(diào)查問卷,筆者還采用了訪談研究的方法。針對喀山聯(lián)邦大學(xué)漢語教學(xué)現(xiàn)狀的調(diào)查分析,本文主要得出了以下四個方面的結(jié)論:1.漢語教師方面,中國和俄羅斯?jié)h語教師在教學(xué)中存在著各自的優(yōu)勢和不足。如,俄羅斯?jié)h語老師在漢語發(fā)音和書法方面教得不太準(zhǔn)確,但在語法講解方面優(yōu)勢很大。中國老師的情況是相反的,中國老師由于語言障礙,無法把自己的想法準(zhǔn)確地表達(dá)出來。中國老師的優(yōu)勢是可以隨時(shí)糾正學(xué)生漢語發(fā)音。2.從學(xué)生角度出發(fā),在學(xué)習(xí)漢語的過程中他們會遇到發(fā)音、聽力、口語等方面的各種問題,當(dāng)學(xué)生無法克服這些困難時(shí),就會失去學(xué)習(xí)漢語的動機(jī)和興趣,進(jìn)一步的就會對喀山聯(lián)邦大學(xué)漢語教學(xué)產(chǎn)生失望心理。調(diào)查顯示二到四年級的學(xué)生認(rèn)為語言環(huán)境差是最關(guān)鍵的不足(平均結(jié)果為61%)。3.教材使用方面,學(xué)校還沒有一套統(tǒng)一使用的漢語教材。對課外閱讀量調(diào)查的結(jié)果表明:50%的受訪者認(rèn)為漢學(xué)系沒有課外閱讀。關(guān)于學(xué)生認(rèn)為需要增加哪些課程,調(diào)查結(jié)果顯示大部分(59%)受訪者選擇正音課,近一半學(xué)生選擇"聽力"。4.教學(xué)制度方面,雖然學(xué)校經(jīng)常舉行各種活動,但是學(xué)生對這些活動沒有興趣,也不愿意參加。此外,學(xué)校提供的留學(xué)機(jī)會學(xué)生評價(jià)為"一般"(45%)。在此基礎(chǔ)上筆者提出來以下建議:首先,明確了俄羅斯和中國漢語老師應(yīng)該科學(xué)分配教學(xué)內(nèi)容,實(shí)現(xiàn)教學(xué)互補(bǔ)。同時(shí)對本土漢語教師應(yīng)定期培訓(xùn),提高專業(yè)素養(yǎng)。其次,漢語老師需按照具體語言能力制定課堂計(jì)劃,因材施教,并利用多媒體教學(xué)手段。最后,明確了學(xué)校應(yīng)統(tǒng)一漢語教材;設(shè)置課外閱讀教學(xué),并單獨(dú)設(shè)置聽力與正音課程。最后關(guān)于去中國留學(xué)的相關(guān)事宜,應(yīng)該召集系里領(lǐng)導(dǎo)和老師向?qū)W生介紹留學(xué)項(xiàng)目并指導(dǎo)學(xué)生掌握申請規(guī)則等。
[Abstract]:Kazan Federal University, located in the Republic of Tatarstan, Russia, is a well-known school in Russia. In 2007, Kazan Federal University established a Chinese major, and since then, It has been one of the most important and promising Chinese teaching centers in the Volga River Basin of Russia. As of this year, Kazan Federal University has carried out ten consecutive years of Chinese teaching and research, and on this basis has actively promoted the development of friendly relations with China. There are many problems in the development of Chinese teaching in Kazan Federal University, such as teachers, students, teaching materials and teaching system. Therefore, it is necessary to investigate and study the present situation of Chinese language teaching in these aspects, and put forward relevant suggestions and perfect strategies on the basis of the results of the investigation. This is not only of great practical significance to the teaching of Chinese in Kazan Federal University of Russia, but also of reference value to the reform of Chinese teaching in other fraternal colleges and universities. Therefore, the author made use of the opportunity of teaching practice in the Sinology Department of Kazan Federal University to conduct a one-month questionnaire survey on 70 students majoring in Chinese in the second, third and fourth year of Kazan Federal University. In addition to the questionnaire, the author also used the method of interview research. In view of the investigation and analysis of the present situation of Chinese teaching in Kazan Federal University, this paper draws the following four conclusions: 1. As for Chinese teachers, Chinese teachers in China and Russia have their own advantages and disadvantages in teaching. For example, Russian Chinese teachers teach Chinese pronunciation and calligraphy inaccurately, but have great advantage in grammar explanation. The opposite is true for Chinese teachers, who are unable to express their ideas accurately because of language barriers. The advantage of Chinese teachers is that they can correct their students' pronunciation at any time. 2. From the perspective of students, they will encounter various problems in pronunciation, listening, oral English and so on in the process of learning Chinese. When students cannot overcome these difficulties, they will lose their motivation and interest in learning Chinese. Further, it will be disappointed with the teaching of Chinese language in Kazan Federal University. The survey showed that second to fourth graders considered poor language environments to be the most critical deficiency (an average of 61%). In the use of teaching materials, the school has not yet a set of unified use of Chinese teaching materials. The results of the extracurricular reading survey showed that 50% of the respondents thought that the Sinology Department had no extracurricular reading. The survey showed that most (59%) of the respondents chose the correct course and nearly half of the students chose listening. 4. In the teaching system, although schools often hold activities, students are not interested in or willing to participate in these activities. In addition, the students offered by the school were rated as "average" (45%). On this basis, the author puts forward the following suggestions: first of all, the Russian and Chinese teachers should scientifically distribute the teaching content to achieve the complementary teaching. At the same time, local Chinese teachers should be trained regularly to improve their professional quality. Secondly, Chinese teachers should make classroom plan according to their specific language ability, teach according to their aptitude, and use multimedia teaching methods. Finally, it is clear that the school should unify Chinese teaching materials, set up extracurricular reading teaching, and separately set up listening and correction courses. Finally, the department leaders and teachers should be convened to introduce the programs and guide the students to master the application rules.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
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本文編號：2360682