指称理论在中学语文教学中的应用研究

发布时间：2018-05-17 06:25

本文选题：指称理论 + 检验　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：指称问题是语言学研究的重要内容,汉语指称系统有自身特点,尤其在篇章和语段中更是有着多样的指称形式。近几十年,语言学界对指称问题进行了多角度的研究,从初步分类到逐渐科学完善,学者们已在汉语词汇学、语义学、语法学等领域对指称进行了一系列的研究。为了验证所取得的研究成果,并继续发展相关理论,应及时让理论接受应用的检验,并为实践应用提供理论框架的支持。就汉语指称研究中取得的丰富成果在语文教学中的应用问题开展研究,不仅有助于检验汉语指称理论现有的研究成果,深化指称相关研究,也能够对如何将理论成果应用于语文教学进行探索,及时更新语文教学的内容,不断提高语文教学质量。让中学生学好指称知识,有助于在表达中,更加规范、有效地使用汉语,同时提高学生的理解能力。本文借鉴功能语法的指称理论框架,梳理相关研究成果,用指称理论分析人教版中学语文课文中丰富的指称现象,尝试在语文教学中引入并科学安排指称理论方面的教学内容,规范指称的表达,从而促进学生理解能力、表达能力的提高。第一章绪论包括四个方面的内容:选题缘起;研究语料来源;指称理论的研究背景和指称理论研究对于中学语文教学的意义。第二章通过梳理关于指称理论的建立与发展的相关文献,对本文运用的指称理论进行了界定,主要分为两个部分,一是功能语法指称理论的研究范围,通过对比词汇语义学、语用学与功能语法学领域的指称概念,选择最适于分析课文语篇的功能语法指称理论。二是通过对功能语法研究领域中陈平、张伯江和王红旗等学者一系列关于指称的文献进行评述,综合多位学者的研究成果,结合篇章中具体的不同情况,对指称成分、非指称成分,有指成分与无指成分,定指成分与不定指成分进行界定,为结合语文教学的相关分析奠定理论基础。第三章结合具体的语文课文分析指称现象,分别从指称义的理解、指称的语用功能分析、指称的延续等方面解读指称理论。指称义的理解是分析指称现象,明确指称含义的第一步,通过结构认同、信息认同、语义认同、篇章认同四个角度,阐释指称的含义。明确了所指对象后,需要我们在具体的语境和语义关系中去区分不同的指称现象。从名词性成分表示的是客观实体还是属性名称的角度,本文首先区分了指称成分和非指称成分,再根据指称成分的所指是否为语境中确定的实体进一步划分为有指成分和无指成分。在具体的交际语境中,按受话人能否识别语境中的实体,又将有指成分分为定指成分和不定指成分,系统地对指称进行层级体系的分类。处于篇章中的指称往往对上下文的衔接和联络句段具有重要的作用,因此本文在现有研究成果的基础上对指称延续的手段——回指做进一步探索,通过名词性回指、代词性回指、零形式回指三种形式,解读课文中的回指现象,并进行了回指的篇章功能和回指运用基本模式的说明。第四章尝试探讨指称理论的教学应用在培养学生的思维能力和语言能力方面的作用。通过分析指称理论对于中学语文教学的意义,明确教师如何运用指称理论进行教学,而学生又该如何正确地运用指称知识修改指称偏误,进行规范的表达。通过对历年高考试题中测试指称偏误的部分分析,还有对在校中学生写作中出现的指称运用偏误的分析,系统阐明指称的规范表达。本文研究方法的创新之处在于建立语文课文语料库,对指称现象进行系统性考察,突破传统的篇章内指称描写,将已有的单元顺序打乱,超越单元和不同的年级,将具有可比性的例句进行对比分析,有助于学生融会贯通地掌握语文知识,提高学生学习的自主性。本文还通过汉语与第二语言的对比,说明汉语指称的特殊性,并在语境中区分不同的指称类型。
[Abstract]:The reference problem is an important part of the linguistic study. The Chinese referential system has its own characteristics, especially in the text and the segment. In the last few decades, the linguistic circle has studied the referential problem in many angles, from the preliminary classification to the gradual scientific improvement, and the scholars have been in Chinese lexicology, semantics, grammar and so on. A series of studies have been carried out in the field of reference. In order to verify the results obtained and continue to develop the relevant theories, we should let the theory accept the test of the application in time and provide the support of the theoretical framework for the practical application. It is not only helpful to carry out the Research on the application of the rich achievements in the Chinese teaching of Chinese referential research. To examine the existing research results of the theory of Chinese referential theory, to deepen the reference research, and to explore how to apply the theoretical results to Chinese teaching, to update the content of Chinese teaching in time, and to improve the quality of Chinese language teaching. In order to improve students' understanding ability, this paper draws on the reference theory framework of functional grammar, combs the relevant research results and analyzes the rich referential phenomenon in the Chinese text of the middle school by means of referential theory, and tries to introduce and scientifically arrange the teaching contents of the referential theory in the teaching of Chinese and standardize the expression of reference in the teaching of Chinese, thus promoting the students' theory. The first chapter is the introduction of four aspects: the origin of the topic, the source of the research corpus, the research background of the theory of reference and the significance of the theoretical study of reference to the teaching of Chinese in middle school. The second chapter, through combing the relevant literature about the establishment and development of the theory of reference, carries out the theory of reference to the application of this article. The definition is divided into two parts: one is the scope of the study of the theory of functional grammatical reference. By comparing the meaning of lexical semantics, pragmatics and functional grammar, we choose the functional grammar reference theory which is most suitable for the analysis of text. The two is by scholars such as Chen Ping, Zhang Bojiang and Wang Hongqi in the field of functional language research. A series of literature on referent is reviewed, and the research results of a comprehensive number of scholars are combined with the specific conditions in the text. The reference components, non referential components, the reference components and the unreferential components, the indefinite components and the indefinite elements are defined, and the theoretical basis is laid on the related analysis of Chinese teaching. The third chapter combines the specific language. The article analyzes the referential phenomenon, and interprets the referential theory from the understanding of the meaning of referential meaning, the pragmatic function analysis of the referential, the continuation of the reference, etc. the understanding of referential meaning is the first step in analyzing the referential phenomenon and defining the meaning of the referent, and clarifies the meaning of the reference through four angles of structural identity, information identification, semantic identity, and text identity. After the object, we need to distinguish different referential phenomena in specific contexts and semantic relations. From the point of view of the objective entity or the attribute name from the noun element, this article first distinguishes the referential and non referential components, and then according to whether the referential component's finger is further divided into the entity defined in the context. In specific communicative context, according to whether the recipient can identify the entities in the context and classify the referential components into the fixed and indefinite elements, the classification system is systematically classified. The reference in the text is often important for the context and the contact sentence. On the basis of the existing research results, the paper further explores the means of referential extension, anaphora, through three forms of noun anaphora, pronoun anaphora, zero form anaphora, unscramble the anaphora in the text and explain the function of the anaphora and the basic mode of the use of the anaphora. The fourth chapter tries to discuss the teaching of the theory of reference. The role of learning in the cultivation of students' thinking ability and language ability. Through the analysis of the significance of referential theory to the teaching of Chinese language teaching, it is clear how teachers use reference theory to teach, and how the students should correctly use the referential knowledge to modify the referential error and go into the standard expression. The analysis of the partial error and the analysis of the referential error in the middle school students' writing, and the systematic explanation of the standard expression. The innovation of this method is to establish a corpus of Chinese text, to make a systematic investigation of the referential phenomenon, and to break through the traditional description in the text, and the existing Dan Yuanshun It is helpful for students to master Chinese knowledge and improve their autonomy in learning. This paper also illustrates the particularity of Chinese reference and distinguishes different types of reference in context by comparing the Chinese with the second language.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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