本文選題：多音字　切入點(diǎn)：韓國初中生　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：多音字在我們的日常交際生活中普遍存在,而多音字的音義對(duì)應(yīng)關(guān)系是非常錯(cuò)綜復(fù)雜的,更是漢語學(xué)習(xí)者學(xué)習(xí)漢語過程中的難點(diǎn)和重點(diǎn)。尤其對(duì)于本國語言沒有聲調(diào)的韓國學(xué)習(xí)者來說,多音字的學(xué)習(xí)是較為困難的。目前關(guān)于多音字教學(xué)的研究主要是對(duì)《漢語水平詞匯與等級(jí)大綱》、《新漢語水平等級(jí)考試大綱》以及對(duì)外漢語教材中收錄的多音字情況進(jìn)行考察與分析,分析來華的留學(xué)生多音字學(xué)習(xí)情況,本文主要面向在韓的初中生漢語學(xué)習(xí)者,以韓國本土教材《???????》為輔助研究,《???????》是由韓國全羅南道教育廳編寫并出版的漢語教材,用來衡量韓國的中小學(xué)生的漢語學(xué)習(xí)水平,這本教材是韓國中小學(xué)的漢語學(xué)習(xí)者參加考試的提綱教材,具有權(quán)威性和研究價(jià)值性。由于《???????》這本教材在韓國全羅南道的漢語學(xué)習(xí)上占有重要的一席之地,以及學(xué)生在學(xué)習(xí)過程中對(duì)多音字的學(xué)習(xí)較為困難,因此,筆者結(jié)合自己在韓的教學(xué)經(jīng)驗(yàn),以所任教的初中學(xué)校的漢語學(xué)習(xí)者作為研究對(duì)象,對(duì)《???????》教材中的多音字進(jìn)行界定與分類。并對(duì)學(xué)生的多音字學(xué)習(xí)情況和漢語教師的多音字教學(xué)情況調(diào)查統(tǒng)計(jì),并分析原因,提出適合初中生學(xué)習(xí)的漢語教學(xué)方法,使之更方便多音字的學(xué)習(xí),進(jìn)一步提高漢語學(xué)習(xí)水平。對(duì)于韓國初中生來說,多音字不僅是漢語學(xué)習(xí)者在學(xué)習(xí)過程中的重點(diǎn)和難點(diǎn),也是漢語教師在教學(xué)過程中的重難點(diǎn)。筆者希望通過此項(xiàng)研究不僅豐富對(duì)外漢語的多音字教學(xué)語料研究,也給在韓的漢語教師志愿者提供借鑒經(jīng)驗(yàn),解決在韓初中生的漢語多音字教學(xué)難題,使學(xué)生更好地學(xué)習(xí)多音字,提高漢語水平。本文的研究分為四章進(jìn)行論述:首先本文的緒論部分闡述了本文的研究背景、選題意義、相關(guān)研究綜述(多音字的本體研究、對(duì)比研究、在對(duì)外漢語教學(xué)中的研究)、以及本文的研究內(nèi)容、方法,創(chuàng)新之處。第一章主要是《???????》教材中的多音字特點(diǎn)與分類,先對(duì)《???????》中的多音字進(jìn)行界定,通過界定統(tǒng)計(jì)出教材中的多音字總量,分析出教材中多音字的特點(diǎn),進(jìn)而對(duì)教材中多音字進(jìn)行分類,并分析形成原因。第二章對(duì)所在地區(qū)韓國全羅南道初中學(xué)校的漢語教師進(jìn)行問卷統(tǒng)計(jì),分析漢語教師在教授多音字過程中出現(xiàn)的問題,并分析出現(xiàn)問題的原因。第三章對(duì)所任教學(xué)校的初中生漢語學(xué)習(xí)者進(jìn)行調(diào)查統(tǒng)計(jì)與分析,主要從學(xué)生的多音字掌握情況和學(xué)生對(duì)多音字的認(rèn)知兩個(gè)角度進(jìn)行調(diào)查統(tǒng)計(jì),并分析初中生在學(xué)習(xí)多音字過程中出現(xiàn)的問題和原因。第四章根據(jù)《???????》教材中的多音字特點(diǎn)、學(xué)生在學(xué)習(xí)過程中出現(xiàn)的問題、漢語教師在教學(xué)過程中出現(xiàn)的問題,提出相應(yīng)的面向韓國初中生的漢語多音字教學(xué)方法。
[Abstract]:Polysyllabic characters are common in our daily communication, and the phonological and semantic correspondence of polysyllabic words is very complicated. It is also a difficult and important point for Chinese learners in the process of learning Chinese, especially for Korean learners who have no tone in their native language. It is difficult to learn polysyllabic characters. At present, the research on the teaching of polysyllabic characters is mainly about the syllabus of vocabulary and grade of Chinese proficiency level, the outline of new Chinese proficiency level examination and the situation of multi-syllable characters included in textbooks for teaching Chinese as a foreign language. For investigation and analysis, This paper is mainly aimed at junior high school students in South Korea to study Chinese characters. ? ? ? ? ? ? For auxiliary research, is a Chinese textbook compiled and published by the Department of Education in South Korea, which is used to measure the level of Chinese learning among primary and secondary school students in South Korea. This textbook is an outline textbook for Chinese learners in primary and secondary schools in South Korea to take part in the examination. With authority and research value. ? ? ? ? ? ? This textbook plays an important role in the study of Chinese in South Korea, South Korea, and it is more difficult for students to learn polysyllabic characters in the process of learning. Therefore, the author combines his own teaching experience in Korea. Take the Chinese learners in the junior middle school as the research object. ? ? ? ? ? ? The multi-syllable characters in the textbook are defined and classified, and the investigation and statistics of the students' multi-syllable characters learning and the Chinese teachers' multi-syllable characters teaching are made, and the reasons are analyzed, and the Chinese teaching methods suitable for the junior high school students' learning are put forward. To make it more convenient to learn polysyllabic characters, and to further improve the learning level of Chinese. For Korean junior high school students, polysyllabic characters are not only the focus and difficulty of Chinese learners in the process of learning, The author hopes that this study will not only enrich the study of multi-syllable Chinese teaching corpus, but also provide reference experience for Chinese teachers in Korea. To solve the problem of teaching Chinese polysyllabic characters in junior high school students in Korea, so that students can learn multi-syllable characters better and improve their Chinese level. The research of this paper is divided into four chapters: first, the introduction of this paper describes the background of the research, the significance of the topic. A review of relevant studies (the ontological study of polysyllabic characters, the comparative study, the research in teaching Chinese as a foreign language, as well as the contents, methods and innovations of this study. ? ? ? ? ? ? The characteristics and classification of polysyllabic characters in teaching materials, first of all? ? ? ? ? ? ? By defining the total amount of polysyllabic words in the textbook, analyzing the characteristics of the polysyllabic characters in the textbook, and then classifying the polysyllabic words in the textbooks, In the second chapter, the Chinese teachers in the middle school of South Korea are surveyed, and the problems in the process of teaching polysyllabic characters are analyzed. The third chapter investigates and analyzes the junior high school students' Chinese learners, mainly from the students' multi-syllable word grasp and students' cognition of multi-syllable characters. And analyzes the junior high school students in the process of learning polysyllabic characters in the process of problems and causes. ? ? ? ? ? ? The characteristics of polysyllabic characters in textbooks, the problems of students in the process of learning, and the problems of Chinese teachers in the teaching process, and the corresponding teaching methods of multi-syllable characters for Korean junior high school students are put forward.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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本文編號(hào)：1644994