民俗文化与对外汉语教材研究

发布时间：2018-06-12 11:15

本文选题：对外汉语 + 民俗文化　；参考：《扬州大学》2016年硕士论文

【摘要】：随着中国经济的快速发展,国际地位不断提高,外国人渴望学习汉语,了解中国文化。“汉语热”持续升温,为对外汉语教学带来前所未有的机遇和挑战。对外汉语教学不仅是一门语言教学,更是一门文化教学,民俗文化又是中国文化不可或缺的部分。在跨文化交际中,民俗文化是最具民族特色的文化,文字的形成,词汇的发展,惯用语的运用等等无不受民俗文化的制约,所以说对外汉语教学的过程是民俗文化交流的过程。这就对对外汉语教材提出了一定的要求,在对外汉语教材中要渗入民俗文化知识,使教师在教学,学生在学习过程中有所依据。在现有的对外汉语教材中民俗文化都有不同程度的涉及,但比例都比较小,教材在民俗文化内容的选取,民俗文化教学目的的体现,民俗文化的内涵揭示等方面都存在或多或少的问题,教材中民俗文化的编写足以引起重视。对外汉语教师也必须具有良好的文化素养和相应的跨文化知识,做好沟通世界和传播中国文化知识的桥梁。鉴于以上原因,本论文做了以下几方面的工作：首先,笔者在前人研究基础上,对民俗文化的定义进行归纳,对民俗文化项目进行归类,归类方法有利于下文中对教材中出现的民俗文化内容进行整理,并指出民俗文化在对外汉语教学中的重要地位。其次,对《发展汉语》综合教材作简要介绍,对《发展汉语》综合教材中民俗文化项目进行考察并作简单的统计,发现其初级、中级、高级教材中民俗文化内容编写的不同。本论文的最后一部分通过对《发展汉语》综合教材中民俗文化内容选用的分析发现其教材中民俗文化内容编写的现状和不足,并对此教材中民俗文化内容的编写提出建议,提出民俗文化教材编写应遵循的原则,从民俗文化教学角度对对外汉语教师提出思考。
[Abstract]:With the rapid development of Chinese economy and the continuous improvement of international status, foreigners are eager to learn Chinese and understand Chinese culture. "Chinese hot" continues to rise and bring unprecedented opportunities and challenges to the teaching of Chinese as a foreign language. Teaching Chinese as a foreign language is not only a language teaching, but also a culture teaching, folk culture is also Chinese culture. In cross cultural communication, folk culture is the most national culture, the formation of words, the development of vocabulary, the use of idioms and so on are restricted by folk culture, so the process of teaching Chinese as a foreign language is the process of the communication of folk culture. In the teaching materials, the knowledge of folk culture should be infiltrated into the teaching and the students in the process of learning. In the existing Chinese teaching materials, the folklore culture is involved in different degrees, but the proportion is small, the selection of the contents of the folklore, the embodiment of the purpose of the folklore culture, the connotation of the folk culture and so on. There are more or less problems. The compilation of folklore culture in the textbook is enough to pay attention to it. The teachers of Chinese as a foreign language must also have good cultural accomplishment and corresponding cross-cultural knowledge, do a good job in communicating the world and disseminate the knowledge of Chinese culture. For these reasons, the author has done the following work: first, the author is in the front On the basis of the study, the definition of folklore culture is summarized, the folk culture project is classified, the classification method is beneficial to the arrangement of the folklore culture content in the textbook and the important position of the folklore culture in the teaching of Chinese as a foreign language. Secondly, a brief introduction to the "developing Chinese" comprehensive teaching material is made, and the "development Han" is introduced. In the comprehensive textbook, the folk culture project is inspected and made a simple statistic. It is found that the folk culture content is different in the junior, intermediate and advanced teaching materials. The last part of this paper finds out the present situation of writing the folklore culture content in the textbook through the analysis of the selection of the folklore culture content in the "development Chinese > comprehensive textbook". It also puts forward some suggestions on the compilation of folklore culture content in this textbook, and puts forward the principles to be followed in the compilation of folklore culture materials, and puts forward some thoughts on the teachers of Chinese as a foreign language from the perspective of the teaching of folklore culture.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195.4

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