《发展汉语》综合与分支教材的配合研究

发布时间：2018-03-19 06:40

本文选题：《发展汉语》　切入点：对外汉语　出处：《暨南大学》2012年硕士论文　论文类型：学位论文

【摘要】：本文以《发展汉语》中级阶段的综合教材及其分支教材为研究对象，采用对比分析法和定量分析法等研究方法，观察《发展汉语》中级阶段综合与“听说读写”的“小四门”课程教材在话题、词汇和语言点方面的配合，还对教材不足之处提出具有操作性的改进建议。本文从“话题”分类出发，对综合教材及听力、口语和阅读教材的话题配合程度进行阐述和分级，发现听力和口语教材与综合教材在话题方面配合较差，阅读教材稍好。写作教材由于选择话题受限制，不在比较之列。（第三章）本文从“词汇”的角度，研究综合教材与听力、口语和写作教材在词汇难度控制的配合。通过分析对比，笔者发现：听力和写作教材词汇难度偏大，而口语教材词汇难度偏小，都与综合教材的配合不太理想。阅读教材没有“生词”部分，不在比较之列。（第四章）本文从“语言点”角度，，通过统计分析，发现设有课后“语言点”的综合教材和口语教材在这方面并不配合。因听力、阅读和写作教材没有设置“语言点”，故不在比较之列。（第五章）针对上述的研究，笔者指出了综合教材与各分支教材的不足：综合教材需加入写作练习的内容；口语教材在词汇难度和选择话题方面需改进；听力教材在词汇难度和单元数量方面需改进以及需要加入“语言点”；阅读教材则需加入“语言点”、“生词表”和“词汇总表”以及改进练习题型；写作教材需控制范文词汇难度。笔者针对教材不足之处一一给予建议。
[Abstract]:This paper takes the comprehensive textbook and its branch teaching materials in the intermediate stage of the Development of Chinese language as the research object, and adopts the methods of comparative analysis and quantitative analysis, etc. This paper observes the cooperation of the intermediate stage synthesis of "developing Chinese" and the teaching materials of "listening, speaking, reading and writing" in the topic, vocabulary and language points, and puts forward some practical suggestions for improving the teaching materials. Based on the classification of "topic", this paper expounds and classifies the coordination degree of comprehensive teaching materials and listening, oral and reading textbooks, and finds that listening and oral teaching materials and comprehensive textbooks have poor cooperation in topic. Reading materials are slightly better. Writing textbooks are not included in the comparison because of the limited choice of topics. (chapter 3). From the perspective of "vocabulary", this paper studies the coordination of comprehensive teaching materials with listening, oral and writing textbooks in the control of vocabulary difficulty. Through analysis and comparison, the author finds that the vocabulary difficulty of listening and writing textbooks is on the high side. However, the vocabulary of spoken English textbooks is less difficult, and the coordination with comprehensive textbooks is not ideal. There is no "new words" in reading textbooks, which is not included in the comparison. (chapter 4th). From the point of view of "language point" and through statistical analysis, it is found that the comprehensive teaching material with "language point" after class and the oral teaching material are not compatible in this respect. Reading and writing textbooks do not have "language points", so they are not included in the comparison. (chapter 5th). In view of the above research, the author points out the shortcomings of the comprehensive teaching materials and the teaching materials of various branches: the comprehensive textbooks should include the contents of writing exercises, the oral textbooks should be improved in terms of vocabulary difficulty and choice of topics; Listening materials need to be improved in terms of vocabulary difficulty and the number of units, and "language points" should be added to the reading materials, while "language points", "new words tables" and "vocabulary summary tables" should be added to the reading materials, as well as to improve the exercise type. Writing textbooks need to control the difficulty of model words.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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