对外汉语教材中交际文化因素及其学习效果研究
发布时间：2018-09-19 21:15
【摘要】：在语言教学中加入文化教学,语言教学要兼顾文化教学,已经成为了对外汉语教学界的共识。而自以张占一为代表的一批学者将汉语教学中的文化分为“知识文化”和“交际文化”以来,关于“交际文化”的各种定性、定量研究就从来没有间断过。至今,“交际文化”的分类研究、教学方法研究等都已经取得了较为丰硕的成果,研究触角开始延伸至教材中的交际文化编写领域。正是在这一大背景下,笔者结合亲身教学经历,对泰国清迈皇家大学汉语系目前使用的主干课程教材——《新标准汉语》中的交际文化因素的编写情况和学生学习效果情况进行考察,具有一定的实践意义。 本文第一章为绪论,介绍了论文的选题缘由、意义及研究对象和方法,并就相关领域的理论研究成果及概念进行了阐述。 第二章对《新标准汉语》教材中的交际文化因素进行了分类和统计,并从系统性、代表性、阶段性和共时性四个维度对交际文化因素设置情况进行了考察,借此评估教材中交际文化因素的编写情况。 第三章对泰国清迈皇家大学汉语系大三学生在使用《新标准汉语》教材过程中接受交际文化因素学习效果进行了考察,并将学习效果与教材数据统计情况结合起来进行综合交叉研究,分析导致学习效果出现差异的具体原因。 第四章中,笔者基于《新标准汉语》教材中交际文化因素的设置情况和学生的实际学习效果,对今后的对外汉语教材中交际文化因素的编写工作提出了一些改进建议,以期对交际文化因素编写工作提供有益的帮助和参考。
[Abstract]:It has become a consensus in the field of teaching Chinese as a foreign language that culture should be taken into account in language teaching. Since a group of scholars represented by Zhang Zhanyi divided the culture of Chinese teaching into "knowledge culture" and "communication culture", the qualitative and quantitative research on "communication culture" has never stopped. So far, the research on the classification of communicative culture and the study of teaching methods have achieved fruitful results, and the research tentacles have begun to extend to the field of communicative culture compilation in textbooks. It is against this background that the author combines her own teaching experience, It is of certain practical significance to investigate the compiling of communicative cultural factors and the learning effect of students in the main curriculum textbook "New Standard Chinese", which is currently used in the Chinese Department of Chiang Mai Royal University in Thailand. The first chapter is the introduction, which introduces the reason, significance, research object and method of the thesis, and expounds the theoretical research results and concepts in related fields. The second chapter classifies and counts the communicative cultural factors in the New Standard Chinese textbook, and investigates the setting of communicative cultural factors from the four dimensions of systematization, representativeness, stage and synchronic. In order to evaluate the compilation of communicative cultural factors in the textbook. The third chapter investigates the learning effect of the communicative cultural factors in the process of using the New Standard Chinese textbook for the junior Chinese students of Chiang Mai Royal University in Thailand. Combining the learning effect with the statistics of the teaching materials, the author makes a comprehensive cross-study to analyze the specific reasons that lead to the difference of the learning effect. In the fourth chapter, based on the setting of communicative cultural factors in the New Standard Chinese textbook and the actual learning effect of students, the author puts forward some suggestions for improving the compilation of communicative cultural factors in TCSL textbooks in the future. In order to provide useful help and reference to the compilation of communicative cultural factors.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
本文编号：2251355
[Abstract]:It has become a consensus in the field of teaching Chinese as a foreign language that culture should be taken into account in language teaching. Since a group of scholars represented by Zhang Zhanyi divided the culture of Chinese teaching into "knowledge culture" and "communication culture", the qualitative and quantitative research on "communication culture" has never stopped. So far, the research on the classification of communicative culture and the study of teaching methods have achieved fruitful results, and the research tentacles have begun to extend to the field of communicative culture compilation in textbooks. It is against this background that the author combines her own teaching experience, It is of certain practical significance to investigate the compiling of communicative cultural factors and the learning effect of students in the main curriculum textbook "New Standard Chinese", which is currently used in the Chinese Department of Chiang Mai Royal University in Thailand. The first chapter is the introduction, which introduces the reason, significance, research object and method of the thesis, and expounds the theoretical research results and concepts in related fields. The second chapter classifies and counts the communicative cultural factors in the New Standard Chinese textbook, and investigates the setting of communicative cultural factors from the four dimensions of systematization, representativeness, stage and synchronic. In order to evaluate the compilation of communicative cultural factors in the textbook. The third chapter investigates the learning effect of the communicative cultural factors in the process of using the New Standard Chinese textbook for the junior Chinese students of Chiang Mai Royal University in Thailand. Combining the learning effect with the statistics of the teaching materials, the author makes a comprehensive cross-study to analyze the specific reasons that lead to the difference of the learning effect. In the fourth chapter, based on the setting of communicative cultural factors in the New Standard Chinese textbook and the actual learning effect of students, the author puts forward some suggestions for improving the compilation of communicative cultural factors in TCSL textbooks in the future. In order to provide useful help and reference to the compilation of communicative cultural factors.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
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