2014年“汉语桥”大赛试题与作答偏误分析及其对汉语教学的启示
发布时间：2018-12-07 07:17
【摘要】：随着中国经济的快速发展和国际地位的提高,越来越多的外国人开始学习汉语。为了更好地传播汉语知识和中国文化,国家汉办／孔子学院总部举办了很多汉语比赛活动,“汉语桥”全球外国人汉语大会比赛即是此类活动之一,该赛事至今已举办了第七届,对汉语教学产生了很大的影响。本文主要以2014年第七届“汉语桥”全球外国人汉语大会比赛试题为主要研究内容,分析试题的构成与特点以及外国人在答题中出现的偏误,并以此为基础,进一步探讨其对汉语作为第二语言教学的启示。论文的主体内容由下面五个章节构成：第一章主要是以2014年“汉语桥”全球外国人汉语大会比赛试题为研究对象,分析试题的构成以及试题的特点。第二章对本次大赛选手作答中出现的语言偏误和文化偏误进行了考察,分析了出现偏误的原因。第三章主要从汉字、字音、词汇等方面阐述了本届“汉语桥”大赛试题及作答偏误对汉语语言要素教学的启示。第四章主要从语言课中的文化教学、专项文化课的文化教学和环境体验式的文化教学等三个方面阐述了本届“汉语桥”大赛试题及作答偏误对文化教学的启示。第五章集中考察任务式要求在“汉语桥”比赛试题中的体现,并从参赛选手培训和日常教学两个方面阐述了强化任务式教学的必要与可能。
[Abstract]:With the rapid development of Chinese economy and the improvement of international status, more and more foreigners begin to learn Chinese. In order to better disseminate knowledge of Chinese language and Chinese culture, the State Han Office / Confucius Institute headquarters has organized many Chinese language competitions. The "Chinese Bridge" Global Chinese language Conference Competition is one of these activities. The tournament has held the seventh session, which has a great impact on Chinese language teaching. This paper mainly focuses on the examination questions of the 7th "Chinese Bridge" Global Conference on foreigners in 2014, analyzes the composition and characteristics of the questions and the errors that occur in the answers of foreigners, and based on them, Further discuss its enlightenment to Chinese as a second language teaching. The main content of this paper is composed of the following five chapters: the first chapter mainly focuses on the questions of the 2014 "Chinese Bridge" Global Foreign language Conference, and analyzes the composition of the questions and the characteristics of the questions. The second chapter investigates the errors of language and culture in the answer of the contestants, and analyzes the causes of the errors. The third chapter mainly from the Chinese characters, pronunciation, vocabulary and other aspects of the "Chinese Bridge" test questions and errors in answer to the teaching of Chinese language elements. The fourth chapter mainly expounds the enlightenment to culture teaching from three aspects: culture teaching in language class, culture teaching in special culture course and culture teaching based on environment experience. The fifth chapter focuses on the reflection of task-based requirements in the "Chinese Bridge" test, and expounds the necessity and possibility of strengthening task-based teaching from two aspects of contestants' training and daily teaching.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195.3
本文编号：2366802
[Abstract]:With the rapid development of Chinese economy and the improvement of international status, more and more foreigners begin to learn Chinese. In order to better disseminate knowledge of Chinese language and Chinese culture, the State Han Office / Confucius Institute headquarters has organized many Chinese language competitions. The "Chinese Bridge" Global Chinese language Conference Competition is one of these activities. The tournament has held the seventh session, which has a great impact on Chinese language teaching. This paper mainly focuses on the examination questions of the 7th "Chinese Bridge" Global Conference on foreigners in 2014, analyzes the composition and characteristics of the questions and the errors that occur in the answers of foreigners, and based on them, Further discuss its enlightenment to Chinese as a second language teaching. The main content of this paper is composed of the following five chapters: the first chapter mainly focuses on the questions of the 2014 "Chinese Bridge" Global Foreign language Conference, and analyzes the composition of the questions and the characteristics of the questions. The second chapter investigates the errors of language and culture in the answer of the contestants, and analyzes the causes of the errors. The third chapter mainly from the Chinese characters, pronunciation, vocabulary and other aspects of the "Chinese Bridge" test questions and errors in answer to the teaching of Chinese language elements. The fourth chapter mainly expounds the enlightenment to culture teaching from three aspects: culture teaching in language class, culture teaching in special culture course and culture teaching based on environment experience. The fifth chapter focuses on the reflection of task-based requirements in the "Chinese Bridge" test, and expounds the necessity and possibility of strengthening task-based teaching from two aspects of contestants' training and daily teaching.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195.3
【相似文献】
相关硕士学位论文 前1条
1 赵宝侠;2014年“汉语桥”大赛试题与作答偏误分析及其对汉语教学的启示[D];辽宁大学;2016年
，本文编号：2366802
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