初级对外汉字教材对比分析

发布时间：2018-02-21 04:26

本文关键词： 对外汉字教材比较　出处：《四川师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：现在,越来越多的学者关注对外汉字教学领域,研究论著越来越多,研究内容日渐丰富。有从教学角度研究的论文,也有从对外汉字学习策略角度研究的,还有从汉字认知及汉字复现率等方面研究的。本文主要关注对外汉字教材的研究。对外汉字教材是针对把汉语作为第二语言的学习者,以汉字的音形义为主要教学内容的专门汉字教材。对外汉字教材的特点是“字本位”,按照汉字的笔画、笔顺、结构等难易规律编排教材,并以字为中心安排词汇、句子的教学。这不同于大部分“词本位”的对外汉语教学课本,他们按照词语的学习进程编排教材,重视词汇教学,但忽视汉字的教学。在梳理既有对外汉字及教材的研究成果的基础上,本文以三部独立的对外汉字教材为研究对象展开讨论。所谓独立的对外汉字教材,即不依附于任何综合课教材,以掌握汉字为中心目标的课本。这三部初级阶段的独立汉字教材是：刘燕梅编著的《汉字速成课本》,周健主编的《汉字突破》,施正宇编著的《汉字津梁》。本文在笔画、部件、复现率等方面对三部教材做详细对比,找出差异,分析原因,提出建议。第一,重视笔画笔顺的基础训练,教材的解释需简明并配走向标示。在书写方面,汉字要清楚、整洁,以利于整体辨识和认读为标准,不要求掌握硬笔、软笔的书法要点。第二,汉字的教学从大处着眼,不采用从一笔一画到整字的教学方式,而是以部件和结构为单位,整体把握再深化记忆,教材的标示、习题可体现这点。第三,教材利用形旁、声旁的类推作用,提高趣味性,同时提示该法的局限性。第四,根据遗忘先快后慢的规律,强调教材的“及时复现率”,不仅要复现,而且应该在紧接着的几课内马上复现,尽量发挥复现的作用。第五,为汉字圈与非汉字圈国家的留学生分别编写针对性的汉字教材,深化研究,提升教学效果。第六,教材可以用内容、习题、说明等方式体现归纳、应用的学习策略,充分利用成年学习者的认知特点。
[Abstract]:Now, more and more scholars are paying attention to the field of Chinese character teaching in foreign countries. This paper mainly focuses on the study of the teaching materials of foreign Chinese characters. The foreign Chinese character teaching material is a special Chinese character teaching material aimed at the learners who regard Chinese as a second language and takes the phonetic form and meaning of the Chinese character as the main teaching content. The characteristic of the foreign Chinese character teaching material is "character standard", according to the stroke of Chinese character, stroke is orderly, It is different from most "word-based" textbooks for teaching Chinese as a foreign language. They arrange textbooks according to the learning process of words, and attach importance to vocabulary teaching. But ignore the teaching of Chinese characters. On the basis of combing the existing research results of foreign Chinese characters and textbooks, this paper discusses three independent foreign Chinese characters textbooks, which are called independent foreign Chinese characters textbooks, that is, they are not attached to any comprehensive teaching materials. Textbooks with the central goal of mastering Chinese characters. The three independent Chinese textbooks in the initial stage are: Liu Yanmei's accelerated Chinese character textbook, Zhou Jian's Chinese character Breakthrough, Shi Zhengyu's Chinese character Jinliang. This paper compares the three textbooks in detail, finds out the differences, analyzes the reasons and puts forward some suggestions. First, pay attention to the basic training of stroke smoothness, the explanation of teaching material should be concise and accompanied with direction marking. In writing, the Chinese characters should be clear and tidy, which is helpful for the whole identification and recognition of the standard, and does not require mastering the key points of hard pen and soft brush. Second, the teaching of Chinese characters is from a big point of view, not from one stroke to the whole character teaching method, but based on the unit of parts and structure, the whole grasp to deepen the memory, teaching material marking, exercises can reflect this point. Thirdly, the teaching materials use the analogies of the shape side and the sound side to improve the interest, and at the same time, the limitation of the method is pointed out. In 4th, according to the law of forgetting first quickly and then slowly, it is emphasized that the "timely repetition rate" of the teaching materials should not only be repeated, but also be reappeared immediately in the next few classes, so as to play the role of reappearance as far as possible. In 5th, the Chinese characters teaching materials were compiled for the students from Chinese characters circle and non-Chinese characters circle countries respectively, to deepen the research and improve the teaching effect. In 6th, the textbook can embody the learning strategies of induction and application by means of content, exercises and explanation, and make full use of the cognitive characteristics of adult learners.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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