对外汉语民俗课多媒体教学

发布时间：2018-01-12 11:12

本文关键词：对外汉语民俗课多媒体教学　出处：《复旦大学》2010年硕士论文　论文类型：学位论文

【摘要】：历经了近代以来的曲折道路,民俗终于从文化负担转变为文化资源(费孝通,2001),民俗受到尊重和珍视后,“中国民俗”这个概念被凸显出来。语言无法脱离文化的底座而独立存在,要学习第二语言,就必须要了解第二文化,而民俗文化正是构成人类的民族的文化史和文化学的一个重要因素(钟敬文,1998)。在汉语作为第二语言的教学中,“中国民俗文化课”(简称为对外民俗课)是面向中高年级留学生,旨在向其传播中国的民俗文化,培养他们跨文化交际能力的一门文化类选修课程。本文从中国民俗和对外汉语教学的关系出发,以跨文化的角度来看民俗和留学生之间的关系,并结合民俗课本身的特点,来分析对外民俗课这一课程设立的必要性以及独特性；同时也对目前一些正在使用的对外民俗课教材做了调查,并着重分析了北京语言大学使用的舒燕的《中国民俗》和暨南大学使用的王衍军的《中国民俗概观》。本文认为民俗课作为对外文化教学的一部分有着重要的地位,其本身应与中文系的民俗学相区别；而从中国民俗事象本身的特点、多媒体教学的优势以及留学生对于民俗课授课方式的需求等几个方面综合考虑,民俗课应在教学内容上安排大量的多媒体素材,如图片、音乐、电影、纪录片、动画等。在选择中国民俗多媒体素材时,应遵循代表性、准确性和趣味性等原则,还应该根据教学计划对素材作适当的修改和调整。最后考虑到文化教学应服务于语言教学这一目标,对外民俗课上也应适当安排一些配合语言教学的知识点。(笔者通过对复旦大学2010年暑期汉语培训短期班的中高年级80余名留学生的关于“中国民俗”调查问卷,着重分析了他们潜在的学习中国民俗的兴趣情况以及他们对民俗课的教学方式的选择。)
[Abstract]:After a tortuous road in modern times, folklore has finally changed from a cultural burden to a cultural resource (Fei Xiaotong / 2001), after which folklore was respected and valued. The concept of "Chinese folklore" is highlighted. Language cannot exist independently from the base of culture. To learn a second language, one must understand the second culture. Folklore culture is an important factor in the cultural history and culture of the nation. In the teaching of Chinese as a second language, "Chinese Folk Culture course" (referred to as "Foreign folklore course") is designed to spread Chinese folklore culture to students of middle and high grades. From the perspective of the relationship between Chinese folklore and teaching Chinese as a foreign language, this paper looks at the relationship between folklore and foreign students from the perspective of cross-culture. Combined with the characteristics of the folklore course itself, this paper analyzes the necessity and uniqueness of the establishment of the foreign folklore course. At the same time, it also makes an investigation on some foreign folklore teaching materials that are being used at present. This paper also analyzes Shu Yan's Chinese folklore and Wang Yanjun's'an overview of Chinese folklore 'used by Beijing language and language University. This paper holds that folklore as a part of the teaching of foreign culture has an important position, which itself should be different from the folklore of the Chinese department; Considering the characteristics of Chinese folklore itself, the advantages of multimedia teaching and the demand of foreign students for folklore teaching methods, folklore lessons should arrange a large amount of multimedia materials in the teaching content. Such as pictures, music, movies, documentaries, animations, etc. When selecting Chinese folk multimedia materials, we should follow the principles of representativeness, accuracy and interest. The material should also be modified and adjusted according to the teaching plan. Finally, it is considered that the teaching of culture should serve the purpose of language teaching. Foreign folklore classes should also be properly arranged to match the language teaching knowledge. (. Through the questionnaire of "Chinese folklore" of more than 80 senior students in the short summer Chinese training class of Fudan University in 2010. This paper mainly analyzes their potential interest in learning Chinese folklore and their choice of teaching methods for folklore lessons.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：H195

【引证文献】