试论泰国汉语词汇教学策略
发布时间：2018-12-20 07:20
【摘要】： 词汇教学在对外汉语教学中有着很重要的地位,本文就是站在前人词汇教学研究成果的基础上,结合泰国语言、社会和学生特点,来探索适合泰国汉语词汇教学的策略。 本文主要采用问卷调查和实验对比相结合的方法,同时也兼顾描写与解释相结合、定性与定量相结合的方法。在词汇教学目标、重点和方法的研究上,根据泰国学生的实际,对词汇的教学策略进行了实验和论证。 本文第一章引言部分介绍了对外汉语教学界对词汇教学研究现状,以及本文研究的内容、方法、目标和相关概念的界定。 第二章根据泰国社会综合状况、泰语和汉语的相似之处以及学生认知方面的特点,来论证泰国汉语词汇教学策略,这些策略包括明确词汇教学目标、重点和方法,词语教学的目标是服务于交际;词汇教学重点是词语选择、词语结构、汉语字词关系;具体操作的方法是集中识字游戏法、回顾法、词汇教学系联法、诵读法。 第三章主要通过实验对比的方法来论证上述词汇教学策略的可行性、有效性。 第四章是结语,对本文的主要内容进行总结,提出本文研究对面向泰国的汉语教材的编写以及教材词汇的选择的选择方面,具有借鉴意义,并对本文存在的不足做了说明。
[Abstract]:Vocabulary teaching plays an important role in the teaching of Chinese as a foreign language. Based on the previous achievements in vocabulary teaching, this paper aims to explore strategies suitable for the teaching of Chinese vocabulary in Thailand, in combination with the characteristics of Thai language, society and students. This paper mainly adopts the method of combining questionnaire survey and experimental contrast, combining description with explanation, and combining qualitative and quantitative methods at the same time. According to the actual situation of Thai students, the teaching strategies of vocabulary teaching are tested and demonstrated on the basis of the research on the aims, emphases and methods of vocabulary teaching. The first chapter introduces the present situation of vocabulary teaching in the field of teaching Chinese as a foreign language, and the content, methods, objectives and related concepts of this study. In the second chapter, according to the comprehensive situation of Thai society, the similarities between Thai and Chinese, and the cognitive characteristics of students, the strategies of vocabulary teaching in Thailand are demonstrated. These strategies include defining the objectives, emphases and methods of vocabulary teaching. The goal of word teaching is to serve communication; The emphasis of vocabulary teaching is the choice of words, the structure of words and the relationship between Chinese characters and words, and the specific methods of operation are the method of centralized literacy, the method of reviewing, the method of combining vocabulary teaching and the method of reciting. The third chapter demonstrates the feasibility and effectiveness of the above vocabulary teaching strategies by means of experimental comparison. The fourth chapter is the conclusion, which summarizes the main contents of this paper, and puts forward that this study has reference significance to the compilation of Chinese textbooks and the choice of teaching vocabulary, and explains the shortcomings of this paper.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2387639
[Abstract]:Vocabulary teaching plays an important role in the teaching of Chinese as a foreign language. Based on the previous achievements in vocabulary teaching, this paper aims to explore strategies suitable for the teaching of Chinese vocabulary in Thailand, in combination with the characteristics of Thai language, society and students. This paper mainly adopts the method of combining questionnaire survey and experimental contrast, combining description with explanation, and combining qualitative and quantitative methods at the same time. According to the actual situation of Thai students, the teaching strategies of vocabulary teaching are tested and demonstrated on the basis of the research on the aims, emphases and methods of vocabulary teaching. The first chapter introduces the present situation of vocabulary teaching in the field of teaching Chinese as a foreign language, and the content, methods, objectives and related concepts of this study. In the second chapter, according to the comprehensive situation of Thai society, the similarities between Thai and Chinese, and the cognitive characteristics of students, the strategies of vocabulary teaching in Thailand are demonstrated. These strategies include defining the objectives, emphases and methods of vocabulary teaching. The goal of word teaching is to serve communication; The emphasis of vocabulary teaching is the choice of words, the structure of words and the relationship between Chinese characters and words, and the specific methods of operation are the method of centralized literacy, the method of reviewing, the method of combining vocabulary teaching and the method of reciting. The third chapter demonstrates the feasibility and effectiveness of the above vocabulary teaching strategies by means of experimental comparison. The fourth chapter is the conclusion, which summarizes the main contents of this paper, and puts forward that this study has reference significance to the compilation of Chinese textbooks and the choice of teaching vocabulary, and explains the shortcomings of this paper.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关硕士学位论文 前9条
1 林昀;影响泰国小学生学习兴趣的教学因素研究[D];暨南大学;2011年
2 王美芳;泰国合艾地区汉语教学情况调查报告[D];云南大学;2011年
3 王绍斌;澳大利亚初级汉语词汇教学现状分析及策略研究[D];山东大学;2011年
4 和晓莹;汉语词汇教学不成功案例分析[D];云南大学;2012年
5 曹丛;“字本位”理念指导下的对泰汉语词汇教学设计[D];山东大学;2012年
6 符凤娇;校内汉语教学与校外汉语补习班教学对比分析[D];广西大学;2012年
7 达妮娅;符拉迪沃斯托克市不列颠卡（Britanika）私立语言学校俄罗斯学生汉语词汇学习情况的调查与分析[D];东北师范大学;2012年
8 尚超;蒙古国学生习得能愿动词的语法偏误研究[D];吉林大学;2013年
9 刘超;缅甸3至6岁儿童汉语词汇教学研究[D];河北大学;2013年
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