【摘要】：隨著漢語熱風(fēng)靡全球,學(xué)習(xí)漢語不僅是學(xué)習(xí)一種技能,更是一種風(fēng)尚,然而隨著漢語學(xué)習(xí)者的不斷增多以及漢語學(xué)習(xí)者的不同需求,如何教授漢語,以及如何高效地學(xué)習(xí)漢語,成了許多人研究的重點(diǎn),而在這其中復(fù)合趨向補(bǔ)語的教學(xué)也引起了大家的普遍關(guān)注。首先,本篇文章主要以研究漢語中的復(fù)合趨向補(bǔ)語的教學(xué)為主,筆者通過研究國內(nèi)知名教材《博雅漢語》中復(fù)合趨向補(bǔ)語的展示的情況,發(fā)現(xiàn)了《博雅漢語》系列教材對復(fù)合趨向補(bǔ)語的講解存在著引入形式不佳,知識點(diǎn)分布“陣線”長、練習(xí)量不足且形式單一等問題。針對這些問題,筆者從對外漢語教師的角度出發(fā),以“上去、上來、下去、下來、起來”為例,具體而詳細(xì)地提出了引入時可采用歸納法,教師講解時,除了要對“上去、上來、下去、下來、起來”進(jìn)行單獨(dú)地、系統(tǒng)地講解外,還應(yīng)該注意他們之間的區(qū)別,比如：“上去”和“上來”的區(qū)別以及“起來”和“下來”、“下去”的區(qū)別等等。筆者認(rèn)為只有教師對容易混淆的復(fù)合趨向動詞進(jìn)行了有意識地區(qū)別,才有利于學(xué)生徹底地掌握漢語復(fù)合趨向動詞的用法。同時,筆者認(rèn)為雖然有賓語的復(fù)合趨向補(bǔ)語的位置在《博雅漢語》中已經(jīng)被重視且在教材中有詳細(xì)的講解,但在教學(xué)中,筆者認(rèn)為教師的講解還是應(yīng)該盡可能的簡潔明了,教師甚至可以從練習(xí)入手,邊講邊練,這樣可以幫助學(xué)生更好地掌握復(fù)合趨向補(bǔ)語。其次,針對《博雅漢語》教材復(fù)合趨向補(bǔ)語練習(xí)量不足且形式單一的問題,筆者提出可在學(xué)習(xí)復(fù)合趨向補(bǔ)語前,先進(jìn)行簡單趨向補(bǔ)語的練習(xí),然后,精講多練,以不同的練習(xí)形式,由易到難,層層深入,遞進(jìn)式地給學(xué)生進(jìn)行復(fù)合趨向補(bǔ)語的練習(xí)。且筆者認(rèn)為教師不僅應(yīng)該在學(xué)習(xí)復(fù)合趨向補(bǔ)語時進(jìn)行練習(xí),而且在學(xué)習(xí)完復(fù)合趨向補(bǔ)語這一語言點(diǎn)之后,也要注意時常創(chuàng)造機(jī)會為學(xué)生就復(fù)合趨向補(bǔ)語這一語言點(diǎn)進(jìn)行復(fù)現(xiàn),只有這樣學(xué)生才能更好地掌握復(fù)合趨向補(bǔ)語。最后,筆者結(jié)合了《博雅漢語》復(fù)合趨向補(bǔ)語內(nèi)容的分析情況,從學(xué)生學(xué)習(xí)復(fù)合趨向補(bǔ)語的錯誤和筆者自身的教學(xué)實(shí)踐情況出發(fā),為對外漢語教學(xué)中復(fù)合趨向補(bǔ)語這一內(nèi)容的課堂教學(xué)和教材編寫提出了幾點(diǎn)建議,希望這些建議能夠?yàn)閷ν鉂h語教學(xué)做出貢獻(xiàn)。
[Abstract]:With the popularity of Chinese all over the world, learning Chinese is not only a skill, but also a fashion. However, with the increasing number of Chinese learners and the different needs of Chinese learners, how to teach Chinese and how to learn Chinese efficiently has become the focus of many people's research, and the teaching of compound directional complement has also aroused widespread concern. First of all, this paper mainly studies the teaching of compound trend complement in Chinese. By studying the display of compound trend complement in the famous textbook "Boya Chinese" in China, the author finds that there are some problems in the explanation of compound trend complement in the series of "Boya Chinese" series, such as the introduction form is not good, the distribution of knowledge points is long, the amount of practice is insufficient and the form is single. In view of these problems, from the point of view of teachers of Chinese as a foreign language, taking "up, down, up" as an example, the author puts forward in detail that induction can be adopted in the introduction of Chinese as a foreign language. When the teacher explains it, he should not only explain it separately and systematically, but also pay attention to the difference between them. For example: the difference between "up" and "up" and the difference between "get up" and "come down", "down" and so on. The author thinks that only by consciously distinguishing the compound directional verbs which are easy to be confused can the students master the usage of the Chinese compound directional verbs thoroughly. At the same time, the author thinks that although the position of compound directional complement with object has been paid attention to in "Boya Chinese" and has been explained in detail in the teaching material, the author thinks that the teacher's explanation should be as concise and clear as possible, and the teacher can even start with practice and practice while speaking, which can help students to better master the compound directional complement. Secondly, in order to solve the problem of insufficient practice quantity and single form of compound directional complement in "Boya Chinese" textbook, the author puts forward that the practice of simple directional complement can be carried out before learning compound directional complement, and then, with different forms of practice, students can practice compound directional complement step by step with different forms of practice, from easy to difficult, layer by layer, and step by step. Moreover, the author believes that teachers should not only practice when learning compound trend complement, but also pay attention to creating opportunities for students to repeat the language point of compound trend complement after learning the language point of compound trend complement, so that students can better master the compound trend complement. Finally, based on the analysis of the content of the compound directional complement in Boya Chinese, the author puts forward some suggestions for the classroom teaching and textbook compilation of the compound directional complement in the teaching of Chinese as a foreign language from the perspective of the students' mistakes in learning the compound directional complement and the author's own teaching practice. It is hoped that these suggestions can contribute to the teaching of Chinese as a foreign language.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H195

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