【摘要】：漢字教學在對外漢語教學中長期以來都是薄弱環(huán)節(jié),漢字難學、難教已成共識。這一方面是由于漢字作為表意文字,形音義兼于一體的特殊性,導致漢字難認、難讀、難記、難寫；另一方面是由于如今的對外漢字教學模式存在較大問題。一直以來,綜合課或精讀課是對外漢字教學的核心,輔以聽力課和口語課,這種教學模式重點在于對學生聽說能力的培養(yǎng),忽視了學生對漢字的掌握及讀寫能力的提升,甚至把漢字教學等同于詞匯教學。根據(jù)教學效果的反饋及研究者不斷深入反思教學問題,漸漸有學者意識到了漢字教學的附庸地位不利于漢語教學的進行,從而提出“語文”分開的獨立漢字教學模式,并因此編寫了一批獨立的漢字教材。與以往隨文識字類的漢字教材相比,這類教材從漢字的規(guī)律、特點出發(fā)來編排,有助于學生對漢字的整體認知和學習。因此,本文在學習借鑒前人成果的基礎(chǔ)上,對兩套有代表性的漢字教材《漢字速成課本》和《體驗漢字》進行對比分析,對比內(nèi)容包括編寫理念、編寫體例、選字和字序、筆畫、筆順、漢字結(jié)構(gòu)、部件、“六書”知識、形聲字及練習等,并總結(jié)了兩套教材的優(yōu)勢和不足。最后再結(jié)合最新的科研成果,對對外漢字教材的整體規(guī)劃、教材漢字的選取及字序安排、漢字知識及練習等方面提出具體的意見,并提出了漢字教材的編寫應(yīng)該遵循“認寫分流、多認少寫”的原則,以期對對外漢字教材的編寫起到一些積極作用。
[Abstract]:Chinese character teaching has long been a weak link in teaching Chinese as a foreign language. This is due to the particularity of Chinese characters as ideographic characters, form, sound and meaning, which leads to the difficulty of recognizing, reading, memorizing and writing Chinese characters; on the other hand, it is due to the great problems existing in the teaching mode of Chinese characters in foreign countries. For a long time, comprehensive or intensive reading is the core of the teaching of Chinese characters in foreign countries, supplemented by listening and speaking classes. This teaching mode focuses on the cultivation of students' listening and speaking ability, neglecting the students' mastery of Chinese characters and the improvement of their reading and writing abilities. It even equates Chinese character teaching with vocabulary teaching. According to the feedback of the teaching effect and the researchers' continuous reflection on the teaching problems, some scholars gradually realize that the subordinate status of Chinese character teaching is not conducive to the teaching of Chinese, and thus put forward the independent Chinese character teaching mode which is separated by "Chinese". Therefore, a batch of independent Chinese characters teaching materials have been compiled. Compared with the Chinese characters teaching materials in the past, these textbooks are arranged according to the law and characteristics of Chinese characters, which is helpful to the students' overall cognition and study of Chinese characters. Therefore, on the basis of studying and drawing lessons from predecessors, this paper makes a comparative analysis of two representative textbooks of Chinese characters, "Chinese character accelerated textbook" and "experience Chinese character". The comparative contents include writing idea, writing style, selecting characters and word order. This paper summarizes the advantages and disadvantages of the two sets of textbooks, such as stroke, Chinese character structure, components, knowledge of "six books", phonetic characters and exercises. Finally, combined with the latest scientific research results, the author puts forward some concrete suggestions on the overall planning of foreign Chinese character teaching materials, the selection and arrangement of Chinese characters in textbooks, the knowledge and practice of Chinese characters, and so on. The author also points out that the compilation of Chinese character textbooks should follow the principle of "recognizing and writing separately, recognizing more and writing less", in order to play a positive role in the compilation of foreign Chinese teaching materials.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：H195.4

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本文編號：2378773