对外汉语中级阶段的民俗文化教学

发布时间：2018-06-27 00:22

本文选题：民俗文化 + 对外汉语教学　；参考：《扬州大学》2014年硕士论文

【摘要】：文化教学对于对外汉语教学有着非常重要的意义。要真正掌握一种语言必须学习这种语言所蕴含的文化。中国民俗文化是中华文化的重要组成部分。第二语言学习者要了解中国,融入中国,就必须学习中国的民俗文化。因此,对外汉语中的民俗文化教学是值得探讨的课题。对外汉语教学的目标,是培养第二语言学习者在较短的时间内有效地运用汉语进行交际的能力,即跨文化交际能力。民俗文化是影响跨文化交际的重要因素之一。充分理解中国的民俗文化,特别是汉民族的民俗,对第二语言学习者深入地认识中国、更有效地学习汉语都是大有裨益的。本文研究的主题是对外汉语中级阶段的民俗文化教学,具体内容可分为以下几个部分：第一部分,引言当中叙述了写作缘起,概述了民俗文化的概念和范围,综述了最近几十年来民俗文化在对外汉语教学中的相关研究成果。本文研究的理论基础是语言学、民俗文化学、心理学和教育学。本文的研究方法是文献研究法、个案研究法和对比分析法。第二部分,第一章阐述了民俗文化与汉语的密切关系,分析了对外汉语民俗文化教学的作用在于培养学生学习汉语的兴趣,促进学生深入了解中国文化,培养学生跨文化交际的能力。文中讨论了对外汉语民俗文化教学的意义,民俗文化与日常语言息息相关,能够满足第二语言学习者的迫切需要,是深入了解中国文化的有力抓手。这部分还论述了对外汉语民俗文化教学的三原则：民俗内容必须与语言教学相适应,民俗内容要有代表性,民俗内容要符合发展原则。第三部分,包括第二章和第三章,通过对《新实用汉语课本》(第5册和第6册)民俗内容的梳理以及对其中民俗因素的认知教学做了系统的阐述,并以《新实用汉语课本》第5册为例阐述了民俗文化在教材中的导入方式：一是课文中直接反映民俗文化；二是语法点中的例句蕴含民俗文化；三是生词中的民俗文化因素导入；四是练习中的民俗文化因素导入。这部分还论述了民俗内容的导入原则,即适度原则、对比原则和实用原则。第四部分,即第四章探讨了对外汉语民俗文化教学的方法：比如培养学生对中国民俗的兴趣；在语言教学中兼顾民俗教学；民俗教学中凸显文化对比。这部分还阐述了民俗文化教学过程中应注意的事项：教师在教学过程中要有跨文化意识,尤其应注意研究学生的思维方式,最终让学生了解中国文化的思维方式。本文研究的主要目的,是希望教师和学生要充分重视中国的民俗文化,了解中国不同民族,特别是汉族的民俗,这样有助于学生更快更好地学习汉语。
[Abstract]:Culture teaching is very important for teaching Chinese as a foreign language. To really master a language, one must learn the culture of the language. Chinese folk culture is an important part of Chinese culture. Second language learners must learn Chinese folk culture if they want to understand and integrate into China. Therefore, the teaching of folk culture in Chinese as a foreign language is worth discussing. The goal of teaching Chinese as a foreign language (TCFL) is to cultivate the ability of second language learners to communicate effectively with Chinese in a short period of time, that is, intercultural communicative competence. Folk culture is one of the important factors affecting cross-cultural communication. A full understanding of Chinese folklore culture, especially that of the Han nationality, is of great benefit to L2 learners in understanding China and learning Chinese more effectively. The theme of this paper is the teaching of folklore culture in the intermediate stage of TCFL. The specific contents can be divided into the following parts: the first part describes the origin of writing in the foreword, and outlines the concept and scope of folklore culture. This paper summarizes the research achievements of folk culture in teaching Chinese as a foreign language in recent decades. The theoretical basis of this study is linguistics, folklore culture, psychology and pedagogy. The research methods of this paper are literature research, case study and comparative analysis. In the second part, the first chapter expounds the close relationship between folk culture and Chinese, and analyzes that the function of folk culture teaching of foreign language is to cultivate students' interest in learning Chinese and to promote students to understand Chinese culture deeply. Develop students' ability of cross-cultural communication. This paper discusses the significance of teaching Chinese folklore culture as a foreign language. Folklore culture is closely related to daily language and can meet the urgent needs of second language learners. This part also discusses the three principles of teaching folk culture as a foreign language: the content of folklore must be adapted to language teaching, the content of folklore should be representative, and the content of folklore should conform to the principle of development. The third part, including the second and third chapters, through combing the folklore content of New practical Chinese textbook (Volume 5 and 6) and the cognitive teaching of folklore factors in it. Taking the fifth volume of New practical Chinese textbook as an example, this paper expounds the ways of introducing folklore culture in the textbook: firstly, it reflects the folk culture directly in the text, secondly, the example sentence in the grammar point contains the folk culture. The third is the introduction of folk culture factors in new words, and the fourth is the introduction of folk culture factors in practice. This part also discusses the introduction principle of folklore content, namely moderate principle, contrast principle and practical principle. The fourth part, the fourth chapter, discusses the teaching methods of folk culture in TCFL: for example, to cultivate students' interest in Chinese folklore; to give consideration to folklore teaching in language teaching; to highlight cultural contrast in folklore teaching. This part also expounds the matters that should be paid attention to in the process of teaching folk culture: teachers should have cross-cultural consciousness in the teaching process, especially should pay attention to the study of students' thinking mode, and finally let the students understand the thinking mode of Chinese culture. The main purpose of this paper is to hope that teachers and students should pay more attention to Chinese folk culture and understand the folklore of different nationalities in China, especially the Han nationality, so as to help students learn Chinese more quickly and better.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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