俄罗斯喀山大学汉语教学现状研究
发布时间：2018-11-27 12:02
【摘要】：喀山联邦大学位于俄罗斯鞑靼斯坦共和国,是俄罗斯境内的老牌名校。2007年,喀山联邦大学成立了汉语学科专业,此后,便一直是俄罗斯伏尔加河流域最主要和最有前景的汉语教学中心之一。截至今年喀山联邦大学已经连续开展了十年的汉语教学与研究工作,并在此基础上积极推动发展与中国的友好关系。喀山联邦大学汉语教学在发展的过程中也存在着教师、学生、教材和教学制度方面的种种问题。因此,有必要在这些方面对其汉语教学现状进行调查研究,并在该调查结果基础上提出相关的建议和完善策略,这不仅对俄罗斯喀山联邦大学的汉语教学有很大的现实指导意义,而且对其他兄弟院校的汉语教学改革有参考价值。由此,笔者利用在喀山联邦大学汉学系教学实习的机会对喀山联邦大学汉语专业二、三、四年级的70名学生进行了为期一个月的问卷调查。除了调查问卷,笔者还采用了访谈研究的方法。针对喀山联邦大学汉语教学现状的调查分析,本文主要得出了以下四个方面的结论:1.汉语教师方面,中国和俄罗斯汉语教师在教学中存在着各自的优势和不足。如,俄罗斯汉语老师在汉语发音和书法方面教得不太准确,但在语法讲解方面优势很大。中国老师的情况是相反的,中国老师由于语言障碍,无法把自己的想法准确地表达出来。中国老师的优势是可以随时纠正学生汉语发音。2.从学生角度出发,在学习汉语的过程中他们会遇到发音、听力、口语等方面的各种问题,当学生无法克服这些困难时,就会失去学习汉语的动机和兴趣,进一步的就会对喀山联邦大学汉语教学产生失望心理。调查显示二到四年级的学生认为语言环境差是最关键的不足(平均结果为61%)。3.教材使用方面,学校还没有一套统一使用的汉语教材。对课外阅读量调查的结果表明:50%的受访者认为汉学系没有课外阅读。关于学生认为需要增加哪些课程,调查结果显示大部分(59%)受访者选择正音课,近一半学生选择"听力"。4.教学制度方面,虽然学校经常举行各种活动,但是学生对这些活动没有兴趣,也不愿意参加。此外,学校提供的留学机会学生评价为"一般"(45%)。在此基础上笔者提出来以下建议:首先,明确了俄罗斯和中国汉语老师应该科学分配教学内容,实现教学互补。同时对本土汉语教师应定期培训,提高专业素养。其次,汉语老师需按照具体语言能力制定课堂计划,因材施教,并利用多媒体教学手段。最后,明确了学校应统一汉语教材;设置课外阅读教学,并单独设置听力与正音课程。最后关于去中国留学的相关事宜,应该召集系里领导和老师向学生介绍留学项目并指导学生掌握申请规则等。
[Abstract]:Kazan Federal University, located in the Republic of Tatarstan, Russia, is a well-known school in Russia. In 2007, Kazan Federal University established a Chinese major, and since then, It has been one of the most important and promising Chinese teaching centers in the Volga River Basin of Russia. As of this year, Kazan Federal University has carried out ten consecutive years of Chinese teaching and research, and on this basis has actively promoted the development of friendly relations with China. There are many problems in the development of Chinese teaching in Kazan Federal University, such as teachers, students, teaching materials and teaching system. Therefore, it is necessary to investigate and study the present situation of Chinese language teaching in these aspects, and put forward relevant suggestions and perfect strategies on the basis of the results of the investigation. This is not only of great practical significance to the teaching of Chinese in Kazan Federal University of Russia, but also of reference value to the reform of Chinese teaching in other fraternal colleges and universities. Therefore, the author made use of the opportunity of teaching practice in the Sinology Department of Kazan Federal University to conduct a one-month questionnaire survey on 70 students majoring in Chinese in the second, third and fourth year of Kazan Federal University. In addition to the questionnaire, the author also used the method of interview research. In view of the investigation and analysis of the present situation of Chinese teaching in Kazan Federal University, this paper draws the following four conclusions: 1. As for Chinese teachers, Chinese teachers in China and Russia have their own advantages and disadvantages in teaching. For example, Russian Chinese teachers teach Chinese pronunciation and calligraphy inaccurately, but have great advantage in grammar explanation. The opposite is true for Chinese teachers, who are unable to express their ideas accurately because of language barriers. The advantage of Chinese teachers is that they can correct their students' pronunciation at any time. 2. From the perspective of students, they will encounter various problems in pronunciation, listening, oral English and so on in the process of learning Chinese. When students cannot overcome these difficulties, they will lose their motivation and interest in learning Chinese. Further, it will be disappointed with the teaching of Chinese language in Kazan Federal University. The survey showed that second to fourth graders considered poor language environments to be the most critical deficiency (an average of 61%). In the use of teaching materials, the school has not yet a set of unified use of Chinese teaching materials. The results of the extracurricular reading survey showed that 50% of the respondents thought that the Sinology Department had no extracurricular reading. The survey showed that most (59%) of the respondents chose the correct course and nearly half of the students chose listening. 4. In the teaching system, although schools often hold activities, students are not interested in or willing to participate in these activities. In addition, the students offered by the school were rated as "average" (45%). On this basis, the author puts forward the following suggestions: first of all, the Russian and Chinese teachers should scientifically distribute the teaching content to achieve the complementary teaching. At the same time, local Chinese teachers should be trained regularly to improve their professional quality. Secondly, Chinese teachers should make classroom plan according to their specific language ability, teach according to their aptitude, and use multimedia teaching methods. Finally, it is clear that the school should unify Chinese teaching materials, set up extracurricular reading teaching, and separately set up listening and correction courses. Finally, the department leaders and teachers should be convened to introduce the programs and guide the students to master the application rules.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
，
本文编号：2360682
[Abstract]:Kazan Federal University, located in the Republic of Tatarstan, Russia, is a well-known school in Russia. In 2007, Kazan Federal University established a Chinese major, and since then, It has been one of the most important and promising Chinese teaching centers in the Volga River Basin of Russia. As of this year, Kazan Federal University has carried out ten consecutive years of Chinese teaching and research, and on this basis has actively promoted the development of friendly relations with China. There are many problems in the development of Chinese teaching in Kazan Federal University, such as teachers, students, teaching materials and teaching system. Therefore, it is necessary to investigate and study the present situation of Chinese language teaching in these aspects, and put forward relevant suggestions and perfect strategies on the basis of the results of the investigation. This is not only of great practical significance to the teaching of Chinese in Kazan Federal University of Russia, but also of reference value to the reform of Chinese teaching in other fraternal colleges and universities. Therefore, the author made use of the opportunity of teaching practice in the Sinology Department of Kazan Federal University to conduct a one-month questionnaire survey on 70 students majoring in Chinese in the second, third and fourth year of Kazan Federal University. In addition to the questionnaire, the author also used the method of interview research. In view of the investigation and analysis of the present situation of Chinese teaching in Kazan Federal University, this paper draws the following four conclusions: 1. As for Chinese teachers, Chinese teachers in China and Russia have their own advantages and disadvantages in teaching. For example, Russian Chinese teachers teach Chinese pronunciation and calligraphy inaccurately, but have great advantage in grammar explanation. The opposite is true for Chinese teachers, who are unable to express their ideas accurately because of language barriers. The advantage of Chinese teachers is that they can correct their students' pronunciation at any time. 2. From the perspective of students, they will encounter various problems in pronunciation, listening, oral English and so on in the process of learning Chinese. When students cannot overcome these difficulties, they will lose their motivation and interest in learning Chinese. Further, it will be disappointed with the teaching of Chinese language in Kazan Federal University. The survey showed that second to fourth graders considered poor language environments to be the most critical deficiency (an average of 61%). In the use of teaching materials, the school has not yet a set of unified use of Chinese teaching materials. The results of the extracurricular reading survey showed that 50% of the respondents thought that the Sinology Department had no extracurricular reading. The survey showed that most (59%) of the respondents chose the correct course and nearly half of the students chose listening. 4. In the teaching system, although schools often hold activities, students are not interested in or willing to participate in these activities. In addition, the students offered by the school were rated as "average" (45%). On this basis, the author puts forward the following suggestions: first of all, the Russian and Chinese teachers should scientifically distribute the teaching content to achieve the complementary teaching. At the same time, local Chinese teachers should be trained regularly to improve their professional quality. Secondly, Chinese teachers should make classroom plan according to their specific language ability, teach according to their aptitude, and use multimedia teaching methods. Finally, it is clear that the school should unify Chinese teaching materials, set up extracurricular reading teaching, and separately set up listening and correction courses. Finally, the department leaders and teachers should be convened to introduce the programs and guide the students to master the application rules.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
，
本文编号：2360682
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