认知视角下看初级汉语阶段形声字教学

发布时间：2018-03-07 10:00

  本文选题：认知研究　切入点：汉字　出处：《新疆大学》2015年硕士论文　论文类型：学位论文

【摘要】：近年来新疆地区的中亚留学生日益增多,新疆地区对外汉语教学取得了飞快发展,但与此同时,对外汉字教学却经受着重大考验根据来疆中亚留学生汉语习得动机调查发现,大部分来疆留学生仅仅希望掌握口语交际能力,为回本国经商或者就业更具有竞争力。大多数留学生认为不需要会写汉字,通过电脑、手机学会拼写汉字,认读汉字即可。那么汉字书写是不是真的就没有必要了呢?如果继续推行“认写同步”的教学策略,会不会挫伤中亚留学生习得汉语的积极性,如何做到认读与书写合理分配?本文主要从语言认知研究入手,结合心理学、神经学近年新兴研究成果,对留学生汉字认知过程、汉字识记心理、心理词典建立的分析,认为形声字教学可作为认读汉字的重要突破口。引言部分介绍了简要分析了汉语与拼音文字的巨大差异,“汉字难”成为了世界对外汉语的公认话题,本章就对外汉字研究现状及课题意义进行论述。第一章介绍语言认知研究以及与语言认知研究相关的学科,着重论述了汉字难究竟难在哪里,以及汉字认知的过程、汉字记忆的过程。根据留学生认知意识的发展,建议采取“认读”和“书写”分开,逐渐培养留学生对汉字的双通道意识。第二章,在语言认知研究的基础上,对初级汉语HSK三级中形声字进一步筛选和分析,同时结合近年来学者们对形声字的分析、统计,根据汉字历时变化,将非一致性形声字暂时搁置一旁,在初级阶段着重培养留学认读汉字的能力,为中高级的阅读和书写打下基础。第三章通过总结和探索,提出几点形声字对外教学的建议。汉字不仅仅记录汉语的书写符号,更是中华民族的文化瑰宝,也影响着我们生活和认知的方方面面,在对外汉语教学中,留学生如若只粗浅地学会日常口语交际,不会书写理解汉字,就仿佛失去登上山顶的阶梯,永远停留在半山腰,当然,识别汉字和书写汉字是顺序渐进的,并且不是一概而论的,因此,对外汉字教学还任重道远。
[Abstract]:In recent years, there are more and more students studying in Central Asia in Xinjiang, and the teaching of Chinese as a foreign language in Xinjiang has developed rapidly, but at the same time, the teaching of Chinese characters as a foreign language has withstood a great test according to the investigation of the motivation of Chinese acquisition by the students in Central Asia. Most students who come to Xinjiang only want to master oral communication skills and become more competitive in business or employment. Most students do not think they need to write Chinese characters. They learn to spell Chinese characters through computers and mobile phones. You can read Chinese characters. Is it really unnecessary to write Chinese characters? If the teaching strategy of "recognition and writing synchronization" continues to be carried out, will it dampen the enthusiasm of the students from Central Asia to learn Chinese, and how to achieve a reasonable allocation of recognition and writing? Starting with the study of language cognition and combining with the new research achievements of psychology and neurology in recent years, this paper analyzes the cognitive process of Chinese characters, the psychology of Chinese character memorization, and the establishment of a psychological dictionary for foreign students. It is considered that the teaching of pictophonetic characters can be used as an important breakthrough in the recognition of Chinese characters. The introduction introduces the great differences between Chinese characters and phonetic characters, and the difficulty of Chinese characters has become a recognized topic in Chinese as a foreign language in the world. This chapter discusses the current situation and significance of the study of Chinese characters in foreign countries. The first chapter introduces the research of language cognition and the subjects related to the study of language cognition, focusing on the difficulty of Chinese characters and the process of Chinese character cognition. The process of Chinese character memorization. According to the development of the cognitive consciousness of foreign students, it is suggested that the separation of "recognition" and "writing" should be adopted to gradually cultivate students' dual channel awareness of Chinese characters. Chapter two, on the basis of the study of language cognition, Further screening and analysis of pictophonetic characters in primary Chinese HSK three levels, and combining with scholars' analysis and statistics of pictophonetic characters in recent years, according to the diachronic changes of Chinese characters, the non-uniform phonetic characters are temporarily set aside. In the primary stage, we should focus on developing the ability of studying abroad to recognize and read Chinese characters, so as to lay the foundation for the middle and advanced level of reading and writing. Chapter three, by summing up and exploring, puts forward some suggestions for teaching foreign phonetic characters. Chinese characters not only record the written symbols of Chinese, It is also the cultural treasure of the Chinese nation, and it also affects all aspects of our life and cognition. In teaching Chinese as a foreign language, students who study Chinese as a foreign language only learn how to communicate with each other in a daily manner and cannot write and understand Chinese characters. It is like losing the ladder to the top of the mountain and staying on the hillside forever. Of course, the recognition and writing of Chinese characters are gradual and not general.Therefore, there is still a long way to go in the teaching of foreign Chinese characters.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
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本文编号：1578950