美国高校汉语教材研究

发布时间：2018-02-03 09:23

本文关键词： 国际汉语教材美国高校汉语教材汉语教材编写汉语教材研究　出处：《中央民族大学》2013年博士论文　论文类型：学位论文

【摘要】：教材是教学活动的重要组成部分,教材建设是汉语国际传播事业的重要基础。国际汉语教学界十分重视教材建设,然而随着世界范围汉语热的出现及汉语学习国际化特征的凸显,现有的汉语教材编写与研究工作开始出现滞后于汉语教学国际化步伐的现象。9.11事件后语言问题上升为美国的国家安全问题,近些年来美国汉语教学飞速发展,然而现有美国本土教材大多不同程度地存在系统性不足,内容陈旧,与中国当代文化脱节等问题。符合美国教育体制,贴近美国学生思维、生活、习惯的优秀本土教材更是凤毛麟角。针对这种情况,本文将美国高校汉语教材作为研究对象,总结流行教材的特点与不足,并分析影响教材编写的因素,希望为编写针对美国的汉语教材提供借鉴,进而为国别汉语教材的编写和研究提供参考。本文首先从理论层面对教材在教学中的地位和作用加以论述,对教材本体研究和非本体研究,对外汉语教材和国际汉语教材分别加以区分,结合国际汉语教学的特点,提出应从“基本理论”,“结构编排”和“构成要素”这三个维度入手探讨国际汉语教材的编写原则；然后采用问卷调查、个别访谈、文献查阅和网络查找等方法,结合美国高校所开设汉语课程的实际,对28所美国高校的教材使用情况进行调查。以上述调查结果为基础,本文选取美国高校使用最为广泛,最具有代表性的九套流行汉语教材建立“美国高校汉语教材数据库”,采用归纳和统计的方法,从“结构编排”和“构成要素”两个维度对通用汉语教材与华裔汉语教材,初级、中级和高级汉语教材进行对比,并分析和总结教材间的异同。在此基础上,笔者提出美国高校汉语教材的六大特点：1)种类繁多,多样性特征凸显；2)处处体现“以学生为中心”的教学理念；3)教材构成要素的编排缺乏系统性；4)大量使用媒介语英语,重视拼音的作用；5)简繁并用,有所侧重；6)重视话题作用,尤其是能激发学生兴趣的强势话题。从深层次上对美国高校汉语教材进行分析,本文认为,上述特征的产生源自美国社会意识形态,教学理念,课堂教学活动的特点等方面。另外,笔者还从美国外语政策、教材评估、汉语能力评估标准和美国流行汉语教学法四个方面分析了影响美国高校汉语教材编写的因素。并指出：美国的外语政策以国家安全为制定出发点,与英语政策相互制约,是美国高校汉语教材编写的指导性原则,为教材编写提供资金支持,并决定了美国高校汉教材编写所需适应的组织形式；美国教材评估方式,决定了教材的编写要与课程需求相适应,要以学生为中心,兼顾教师的使用需求,并对教材的结构编排和构成要素提出要求；美国的汉语能力评估标准则为教材分级提供了依据,决定了教材编写要以听说读写能力的全面提升作为宗旨；美国流行教学法如听说法、密集强化训练法、内容教学法、任务教学法等为教材编写提供理论基础,决定了教材的总体设计与教材的构架。综合本文的研究,笔者提出了美国高校汉语教材对国际汉语教材编写的几点启示：1)“无大纲”国家进行汉语编写的当务之急就是从国家层面设计和编写符合目的国实际情况的汉语教学大纲。然后以统一的教学大纲为标准,分别制定不同学习阶段的课程大纲和语言要素大纲,如汉字大纲、词汇大纲、语法大纲、文化大纲等。可以通过政府推动、民间政府统合作推动和民间推动三种方式推动教材大纲的制定。2)多元文化国家教材的编写要注意尊重目的国的文化特征、合理而适当地介绍中华文化、尽量做到多元文化的和谐融合。3)要利用和发挥“名校效应”在教材编写和推广中的作用,可以调动国内名校在汉语教学方面的优势,还可以利用汉语教学目的国的名校品牌资源,促进国际汉语教材的发展。4)以“后方法”理论为指导的教材编写应破除教学法的禁锢,突出以学生为中心的特点,提升教材的灵活性。5)教材编写的“优选论”理念要求将“多方面”、“总体性”、和“有差异”作为教材编写和衡量教材是否合适的标准。
[Abstract]:The textbook is an important part of teaching, teaching material construction is an important foundation for the cause of Chinese international communication. The international Chinese teaching circles attach great importance to the construction of teaching materials, but with the advent of the world Chinese and Chinese learning internationalization features prominent, the existing Chinese textbook compilation and research work began to appear in the teaching of Chinese language lags behind the pace of internationalization the phenomenon of.9.11 event after rising to national security issues in the United States in recent years, the rapid development of Chinese teaching in the United States, but the existing native American textbooks there are different degrees of system defects, the contents of the old, and China contemporary culture between. In accordance with the education system, close to the American students' thinking, life, good habits is more local materials very rare. In view of this situation, the American College of Chinese textbooks as the research object, summarizes the current teaching materials Characteristics and shortcomings, and analyzes the factors that influence the compilation of textbooks, hoping to provide references for compiling Chinese textbooks for the US, so as to provide references for the compilation and research of Chinese Textbooks in other countries.
Firstly, from the theoretical level of the status and role of teaching materials in teaching. In this paper, research on the teaching body and non ontology research, teaching Chinese as a foreign language and international Chinese textbooks are distinguished, combined with the characteristics of international Chinese teaching, proposes the "basic theory", "the principles of compiling structure arrangement" and "the three elements" to explore the dimensions of international Chinese teaching materials; then by using the questionnaire survey, individual interviews, literature and network search method, combined with the actual American universities offer Chinese courses, conducted a survey of 28 American college textbooks.
Based on the survey results, this paper selects the United States the most widely used, the most representative of the nine sets of popular Chinese textbooks to establish "American College Chinese teaching materials database, using the method of induction and statistics, from the" layout "and" elements "two dimensions of general Chinese textbooks and Chinese language teaching the primary, intermediate and advanced Chinese teaching materials, comparison and analysis of the similarities and differences between teaching materials and summarized. On this basis, the author puts forward six characteristics of American College Chinese Textbooks: 1) variety, highlighting the characteristics of diversity; 2) embodies the" student-centered "teaching philosophy; 3) teaching elements the lack of systematic arrangement; 4) use a large amount of media attention the role of language in English, Pinyin; 5) simplified and focused attention; 6), especially strong topic, topic can stimulate students' interest from the deep. Based on the analysis of Chinese Textbooks in American colleges and universities, we believe that the above characteristics come from American social ideology, teaching ideas and characteristics of classroom teaching activities.
In addition, the author also from the U.S. foreign policy, textbook evaluation, the four aspects of evaluation criteria of the ability of Chinese and American popular Chinese teaching method analyzes the influencing factors of American universities in compiling Chinese textbooks. And pointed out that: the United States foreign policy on national security for the starting point, mutual restriction and English policy, is the guiding principle in American universities Chinese textbooks, provide financial support for the compilation of teaching materials, and decided the American College of Chinese textbooks should adapt the organization form; evaluation of American textbook, decided the textbooks should adapt to the curriculum needs to take the student as the center, both teachers use demand, and the structure of the teaching material and composition elements require; provide the basis for Chinese ability evaluation standards in the United States for material classification, determines the textbooks to enhance the listening ability of reading and writing as the purpose; American popular teaching methods such as listening and speaking, intensive intensive training, content teaching and task based teaching provide theoretical basis for textbook compilation, which determines the overall design of textbooks and the framework of teaching materials.
According to the research in this paper, the author put forward some enlightenment of American College of international Chinese language teaching materials compiling Chinese Textbooks: 1) "Outline" national language is a pressing matter of the moment in line with the actual situation in the country of destination from the Chinese teaching syllabus and the preparation of national level design. Then the unified teaching syllabus as the standard, to create separate learning phase of the syllabus and language elements such as Chinese characters outline, outline, outline of vocabulary, grammatical syllabus, cultural syllabus. Through the government to promote the government to promote cooperation and folk folk promote three ways to promote the teaching material of syllabus set.2) written in a multicultural country textbooks should pay attention to the cultural characteristics of respect in the country of destination, reasonable and the appropriate introduction of Chinese culture, try to make a harmonious multicultural fusion.3) to use and play "elite effect" in the role of textbooks and promotion, can In order to mobilize domestic elite in the Chinese language teaching advantages, can also make use of the Chinese teaching objective of famous brand resources, promote the development of.4 International Chinese Textbooks) to "post method" theory of the textbook should be confined to get rid of the teaching method, prominent characteristics of students as the center, enhance the flexibility of.5 materials) materials write "optimization theory" concept will "many", "general" and "differences" as textbooks and teaching materials to measure the appropriateness of the standard.

【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：H195.4

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