發(fā)布時間：2019-05-11 23:06

【摘要】：自塔吉克斯坦與中國建立外交關(guān)系二十五年來,兩個鄰國的關(guān)系一直呈直線上升式發(fā)展,目前兩國在政治、經(jīng)濟和人文領(lǐng)域的交往都達(dá)到了歷史最好水平。塔吉克斯坦的漢語教學(xué)伴隨著塔吉克斯坦的獨立與中塔兩國睦鄰友好合作關(guān)系的加強一起發(fā)展。塔吉克斯坦上個世紀(jì)90年代末開始建設(shè)漢語專業(yè),建設(shè)初期,受蘇聯(lián)漢語教學(xué)傳統(tǒng)、師資缺乏、配備不足等多方面的影響,隨著漢辦公派教師力量的增強,其教學(xué)逐漸受到中國漢語教學(xué)方法的影響。本研究批判性地考察塔吉克斯坦俄羅斯-塔吉克斯拉夫大學(xué)漢語語音教學(xué)方法的應(yīng)用。其目的是希望能為如何在俄羅斯-塔吉克斯拉夫大學(xué)傳授漢語語音提供有效的教學(xué)方法和指南。全文除了引文和結(jié)論以外,重點對俄羅斯-塔吉克斯拉夫大學(xué)漢語語音教學(xué)進(jìn)行調(diào)查。首先,基于筆者本人在俄羅斯-塔吉克斯拉夫大學(xué)的中文學(xué)習(xí)經(jīng)驗提出假設(shè);其次,對俄羅斯-塔吉克斯拉夫大學(xué)的10名漢語學(xué)習(xí)的學(xué)生進(jìn)行個人問卷調(diào)查;再次,對俄羅斯-塔吉克斯拉夫大學(xué)的第1年級到第4年級的82名學(xué)生進(jìn)行集體調(diào)查;然后,對俄羅-斯塔吉克斯拉夫大學(xué)6名塔吉克學(xué)生與1名中國學(xué)生進(jìn)行錄音調(diào)查;對俄羅斯-塔吉克斯拉夫大學(xué)的漢語教師進(jìn)行個別訪談。最后就調(diào)查反饋和訪談進(jìn)行分析。本研究表明,俄羅斯-塔吉克斯拉夫大學(xué)還存在一些不合時宜的語音教學(xué)的方法,公派漢語教師相對于本土教師來說,在語音教學(xué)上有天然的優(yōu)勢,學(xué)生更期望公派教師來教授漢語語音。此外,我們需要探索更多的語音教學(xué)方式,以激勵學(xué)習(xí)者,提高語音學(xué)習(xí)效率。
[Abstract]:Since the establishment of diplomatic relations between Tajikistan and China 25 years ago, the relations between the two neighboring countries have been developing in a straight line. At present, the exchanges between the two countries in the political, economic and human fields have reached the best level in history. The teaching of Chinese in Tajikistan is accompanied by the independence of Tajikistan and the strengthening of good-neighborly, friendly and cooperative relations between China and Tajikistan. Tajikistan began to build a Chinese major in the late 1990s. In the early stage of the construction, under the influence of the Soviet tradition of Chinese teaching, the lack of teachers, the lack of equipment, and so on, with the enhancement of the strength of the teachers sent by the Han Dynasty, Its teaching is gradually influenced by Chinese teaching methods. This study critically examines the application of Chinese phonetics teaching methods in Russian-Tajik Slavic University in Tajikistan. The purpose of this paper is to provide effective teaching methods and guidelines for how to teach Chinese pronunciation at Russian-Tajikslav University. In addition to citations and conclusions, this paper focuses on the investigation of Chinese phonetics teaching in Russia-Tajikistan Slavic University. First of all, based on the author's Chinese learning experience in Russia-Tajikistan Slavic University, this paper puts forward the hypothesis. Secondly, a personal questionnaire survey is conducted among 10 Chinese students from Russia-Tajikistan Slavic University. Thirdly, a group survey of 82 students from grades 1 to 4 of the Russian-Tajik Slavic University was conducted; then, a sound survey of 6 Tajik students and 1 Chinese student was conducted at the University of Russian-Tajikoslav, which was followed by a sound survey of six Tajik students and one Chinese student at the University of Russia-Tajikistan Slav; Individual interviews were conducted with Chinese teachers at the Russian-Tajik Slav University. Finally, the survey feedback and interviews are analyzed. This study shows that there are still some anachronistic phonetic teaching methods in Russia-Tajikistan Slav University. Compared with local teachers, public Chinese teachers have natural advantages in phonetic teaching. Students expect the public to send teachers to teach Chinese phonetics. In addition, we need to explore more phonetic teaching methods to motivate learners and improve phonetic learning efficiency.
【學(xué)位授予單位】：華中師范大學(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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