肯尼亚汉语初级教学中拼音和汉字关系的分析与研究

发布时间：2018-06-04 02:32

本文选题：拼音教学 + 汉字教学　；参考：《天津师范大学》2017年硕士论文

【摘要】：21世纪的中国正以越来越开放的姿态面向世界,并用中国人的智慧使更多的国家和人民在经济全球化中受益,全球掀起的“汉语热”正在持续升温。秉承着“创新、合作、包容、共享”的宗旨,目前在140个国家已建立了 511所孔子学院和1073个孔子课堂,各类学员达210万人,成为中外文明交流互鉴的“架桥人”和世界认识中国、中国与各国深化友谊和合作的重要窗口。2005年天津师范大学和内罗毕大学共同承办了非洲第一家孔子学院——内罗毕大学孔子学院。内罗毕大学孔子学院以“友谊、合作、发展、共赢”为建院理念,重视内涵发展,不断探索和创新非洲孔子学院建设模式,把语言推广、文化交流、人才培养、服务当地视为已任,被誉为“中肯教育交流史上的里程碑”。汉语推广事业是一项长期的事业,在这形势大好的局面下,更要不断提高教学质量、提升教学水平,为汉语推广事业巩固基石。在对外汉语教学初级阶段,外国人可以在短时间内掌握汉语拼音,是由于拼音具有易于接受、简单易学、书写便捷等优点,但是也容易造成对拼音的依赖症。又由于汉字的复杂性令不少学生产生畏惧感和排斥感,从而严重影响学习进程。拼音是学习汉语的入门课,起着不可忽视的作用,但是汉语书面语的载体是汉字,外国人只有学会了汉字,培养出较强的听、说、读、写能力才能算是真正掌握汉语。故如何处理好拼音教学和汉字教学的关系在对外汉语教学初级阶段是值得深思的问题。笔者依据从2015年到2017年在肯尼亚内罗毕大学孔子学院担任汉语教师志愿者的实践经历,针对肯尼亚汉语初级学习者拼音和汉字的掌握情况,肯尼亚本土教师和中国教师不同教学方法进行了调查研究。调查后把结果进行对比、归纳、总结、反思,进而对对外汉语教学初级阶段正确处理拼音和汉字的关系,提高教学效率和教学质量提供些许建议,为汉语推广事业尽微薄之力。
[Abstract]:In the 21st century, China is facing the world with a more and more open attitude, and using the wisdom of the Chinese people to make more countries and people benefit from the economic globalization. With the aim of "innovation, cooperation, tolerance and sharing", 511 Confucius Institutes and 1073 Confucius classrooms have been established in 140 countries, with a total of 2.1 million students. To become a "bridge-builder" for the exchange of Chinese and foreign civilizations and to learn about China in the world, In 2005, Tianjin normal University and Nairobi University co-hosted the first Confucius Institute in Africa, the Confucius Institute of Nairobi University. The Confucius Institute of Nairobi University regards "friendship, cooperation, development and win-win" as the concept of building the institute, attaches importance to the development of connotation, continuously explores and innovates the construction mode of Confucius Institute in Africa, and promotes language, cultural exchange and talent training. Local service is regarded as a milestone in the history of education and communication. Chinese promotion is a long-term cause. In this situation, we should constantly improve the quality of teaching, improve the teaching level, and consolidate the foundation stone for the cause of Chinese promotion. In the primary stage of teaching Chinese as a foreign language, foreigners can master Pinyin in a short time, because Pinyin is easy to accept, easy to learn and easy to write, but it is also prone to lead to pinyin dependence. Because of the complexity of Chinese characters, many students have a sense of fear and rejection, which seriously affects the learning process. Pinyin is an introductory course for learning Chinese, which plays an important role, but the carrier of Chinese written language is Chinese characters. Foreigners only learn Chinese characters and cultivate strong listening, speaking, reading and writing ability can they really master Chinese. Therefore, how to deal with the relationship between Pinyin teaching and Chinese character teaching in the primary stage of teaching Chinese as a foreign language is worth pondering. Based on my experience as a Chinese teacher volunteer at the Confucius Institute of Nairobi University of Kenya from 2015 to 2017, the author aims at the mastering of Pinyin and Chinese characters among the primary learners of Chinese in Kenya. A survey was conducted on different teaching methods between local and Chinese teachers in Kenya. After the investigation, the results are compared, concluded, summed up and reflected, and then the relationship between Pinyin and Chinese characters is correctly handled in the primary stage of teaching Chinese as a foreign language, and some suggestions are provided to improve the teaching efficiency and teaching quality, thus contributing to the promotion of Chinese.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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