满足留学生分层需求的文化因素研究
发布时间：2018-12-19 14:11
【摘要】：我国对外汉语教学事业的近年来的发展形势堪用“势如破竹”来形容,在此之中,对外汉语教学界的关注点自20世纪80年代以来就逐渐落在了文化教学的相关讨论之上。众多学者都肯定了在对外汉语的教学过程中文化教学内容存在的意义。但在此过程中,首先是文化教学的地位及作用出现分歧,一部分学者认为文化教学应寓于语言教学之中,为语言教学服务；另一部分学者则认为文化教学也存在与非语言相关的一面,具有单独研究的价值。本文则倾向于研究文化教学中不与语言教学直接相关的文化内容的选取与分类。其次是文化内容分类的标准亦出现分歧,对文化因素的不同分类方法层出不穷,各有道理,但始终没有一个统一的标准,这为对外汉语文化教学带来了很大的难度。本文致力于以留学生对文化的需求为视角进行讨论并提出一套文化因素分类教学的理论方法,在吸收了马斯洛需求层次理论的有关内容并结合留学生文化需求调查结果之后,将文化课程应涵盖的内容划分为满足留学生适应需求的文化因素、满足留学生交际需求的文化因素、满足留学生循美需求的文化因素和满足留学生思维需求的文化因素四大类。以切实满足留学生上述各类需求为目的,圈定典型的所属文化因素讨论其教学之于留学生的意义及方法。
[Abstract]:The development situation of Chinese as a foreign language teaching cause in China in recent years can be described as "like a broken bamboo", in which the focus of attention in the field of teaching Chinese as a foreign language has gradually fallen on the relevant discussion of culture teaching since the 1980s. Many scholars have affirmed the significance of cultural teaching in the process of teaching Chinese as a foreign language. However, in this process, the position and function of culture teaching are different. Some scholars think that culture teaching should be in language teaching and serve language teaching. Another part of scholars believe that culture teaching also has a non-linguistic side, which has the value of individual research. This paper tends to study the selection and classification of cultural content which is not directly related to language teaching in culture teaching. Secondly, there are differences in the standards of cultural content classification. Different classification methods of cultural factors emerge in endlessly and have their own reasons, but there is no uniform standard, which brings great difficulty to the teaching of Chinese culture as a foreign language. This paper is devoted to discussing the cultural needs of foreign students and putting forward a set of theoretical methods of classifying cultural factors. After absorbing the relevant contents of Maslow's hierarchy of needs theory and combining the results of the investigation on the cultural needs of foreign students, this paper puts forward a set of theoretical methods for classifying cultural factors. The contents of the cultural curriculum should be divided into four categories: the cultural factors to meet the needs of foreign students' adaptation, the cultural factors to meet the communicative needs of foreign students, the cultural factors to meet the needs of foreign students following the United States and the cultural factors to meet the needs of foreign students' thinking. In order to meet the needs of foreign students mentioned above, the purpose of defining typical cultural factors is to discuss the significance and methods of teaching to foreign students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
本文编号：2387033
[Abstract]:The development situation of Chinese as a foreign language teaching cause in China in recent years can be described as "like a broken bamboo", in which the focus of attention in the field of teaching Chinese as a foreign language has gradually fallen on the relevant discussion of culture teaching since the 1980s. Many scholars have affirmed the significance of cultural teaching in the process of teaching Chinese as a foreign language. However, in this process, the position and function of culture teaching are different. Some scholars think that culture teaching should be in language teaching and serve language teaching. Another part of scholars believe that culture teaching also has a non-linguistic side, which has the value of individual research. This paper tends to study the selection and classification of cultural content which is not directly related to language teaching in culture teaching. Secondly, there are differences in the standards of cultural content classification. Different classification methods of cultural factors emerge in endlessly and have their own reasons, but there is no uniform standard, which brings great difficulty to the teaching of Chinese culture as a foreign language. This paper is devoted to discussing the cultural needs of foreign students and putting forward a set of theoretical methods of classifying cultural factors. After absorbing the relevant contents of Maslow's hierarchy of needs theory and combining the results of the investigation on the cultural needs of foreign students, this paper puts forward a set of theoretical methods for classifying cultural factors. The contents of the cultural curriculum should be divided into four categories: the cultural factors to meet the needs of foreign students' adaptation, the cultural factors to meet the communicative needs of foreign students, the cultural factors to meet the needs of foreign students following the United States and the cultural factors to meet the needs of foreign students' thinking. In order to meet the needs of foreign students mentioned above, the purpose of defining typical cultural factors is to discuss the significance and methods of teaching to foreign students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
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