初级汉语综合课教材有关“着”的练习的考察

发布时间：2018-06-07 05:42

本文选题：“着” + 教材　；参考：《北京语言大学》2009年硕士论文

【摘要】： 练习是教材的重要组成部分,现阶段对外汉语教学界对练习的研究大部分都集中在练习的编写理论和编写原则方面,考察教材的练习题也多从宏观的角度进行。从微观角度进行的研究,尤其是针对一个具体语法点,研究采用什么练习形式却相对比较少。现存的很多教材都存在着不分析结构、语义和语用特点,一律套用同一种练习形式的问题。每个语法点有不同的语义、句法、篇章结构,我们在进行语法练习时有必要针对不同的语法点的需要选择适合的训练方法。本文探讨了教材中关于语法点“着”的练习设计,考察对比不同教材中“着”的练习形式和内容,以及练习的分布,总结不同教材中“着”的练习的特点,进而在“着”的练习设计上,提出一些建议,希望能引起对外汉语教学界对练习设计的重视。本文的研究分为三个步骤。首先从本体研究的角度总结了“着”的语义、句式和篇章功能特点,通过对“着”本体上的总结为教材练习的考察提供理论依据。然后考察留学生应用“着”进行篇章表达时的情况,对留学生在应用“着”进行篇章表达是所出现的偏误进行分类和分析,找出留学生在学习“着”时的重点和难点。最后根据“着”的语义、句法和篇章功能,结合留学生在篇章表达中使用“着”的偏误特点,考察了《汉语教程》、《新实用汉语课本》和《博雅汉语》三本教材中“着”的练习情况。通过考察分析三本教材,发现:《汉语教程》的练习分布的很集中,《新实用汉语课本》和《博雅汉语》的练习分布的相对分散一些,而分散的练习更利于学习者掌握语法点“着”。《新实用汉语课本》中的练习形式比较丰富,并且注重交际性练习,而《汉语教程》和《博雅汉语》中关于“着”的交际性练习就比较少。在练习内容方面《汉语教程》注重语义特征和句法结构的练习,“着”的篇章功能的练习比较少。《新实用汉语课本》系统的对“着”的语义特征、句法结构和篇章表达进行了练习,但是《汉语教程》和《新实用汉语课本》中练习设置的语境有些是非自然语境,而《博雅汉语》练习中的语境,就接近自然语境。通过对三本教材“着”的练习编写的得失,笔者对教材的编写提出一些自己的建议:系统并循序渐进的设置语法点、练习中设置真实的交际语境、针对不同的练习内容采用不同的练习形式。希望能为教材中语法点“着”练习的编写,提供一些帮助。
[Abstract]:Practice is an important part of teaching materials. At present, most of the researches in the field of teaching Chinese as a foreign language focus on the theory and principles of compiling exercises, and the exercises of textbooks are also studied from a macro perspective. From a micro point of view, especially for a specific grammatical point, there are relatively few forms of practice. Many existing textbooks have the problem of not analyzing the structure, semantic and pragmatic characteristics, and applying the same exercise form. Each grammatical point has its own semantic, syntactic and textual structure. It is necessary to select suitable training methods for different grammatical points when we do grammar exercises. This paper probes into the exercises design of grammar points in the textbooks, compares the forms and contents of the exercises and the distribution of the exercises in different textbooks, and summarizes the characteristics of the exercises in the different textbooks. Furthermore, some suggestions are put forward in the design of writing exercises, hoping to arouse the attention of teaching Chinese as a foreign language to the practice design. The research in this paper is divided into three steps. First of all, it summarizes the semantic, sentence structure and text function characteristics of "Zhe" from the perspective of ontology research, and provides a theoretical basis for the investigation of textbook exercises through the conclusion of "Zhe" ontology. Then it investigates the situation of the foreign students when they use "Zhe" to express the text, classifies and analyzes the errors that occur in the application of the "doing", and finds out the key points and difficulties of the foreign students in the study of "doing". Finally, according to the semantic, syntactic and textual functions of "Zhe", combined with the characteristics of errors in the use of "Zhe" in text expression by foreign students, The exercises of "Zhe" in Chinese course, New practical Chinese textbook and Boya Chinese are investigated. Through the investigation and analysis of the three textbooks, it is found that the practice distribution of "Chinese course" is very concentrated, the practice distribution of "New practical Chinese textbook" and "Boya Chinese" is relatively scattered. The scattered exercises are more helpful for the learners to master the grammar point "Zhe". The practice forms in the New practical Chinese textbook are abundant, and the communicative exercises are emphasized. However, there are few communicative exercises about Zhe in Chinese course and Boya Chinese. In the aspect of practice content, Chinese course pays attention to the practice of semantic features and syntactic structure, and the text function of "Zhe" is less practiced. The syntactic structure and text expression are practiced, but the context in Chinese course and New practical Chinese textbook is some non-natural context, while the context in Boya Chinese exercises is close to the natural context. In this paper, the author puts forward some suggestions on the compilation of the three textbooks, that is, to set up grammar points in a systematic and gradual manner, and to set up the real communicative context in the course of the exercises. Use different exercises for different exercises. I hope to provide some help for the writing of grammar points in the textbook.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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