对外汉语教学用2503字形义关系的梳理与教学对策
发布时间：2018-07-13 14:56
【摘要】： 文字是记录语言的符号体系,汉字创造之初,是通过形体来记录意义的,这决定了汉字的形与义之间的密切关系。但是,这种形义之间的关系并不是一成不变的,汉字本身的形体变化以及它所记录语言的意义的变化都对汉字的形义产生了一定的影响,这就破坏了汉字创造之初的形义关系,使其变得复杂化了。 本文选取国家对外汉语教学领导小组办公室于2002年编写的《高等学校外国留学生汉语言专业教学大纲》中《汉字表》所收的2503个字作为研究对象,利用罗卫东教授主持研制的“3500常用汉字形义源流数据库”的成果,对2503字的古文字形体和意义的关系进行了分析。 通过对2503个教学用字的形体和意义进行分析,我们从历时层面分析出了六种形义关系,它们分别是:(1)形义联系始终存在;(2)形义联系在某一历史层面曾存在,现行汉字层面却脱节;(3)开始没有形义联系,现行汉字层面却产生了形义联系;(4)开始有形义联系,现行汉字依然有形义联系;(5)形义始终没有联系;(6)形义关系不明确。从现时层面分析出了三种形义关系,它们分别是:(1)根据形体可以分析出全部意义;(2)根据形体可以分析出部分意义;(3)根据形体分析不出意义。 以上述结论为依据,本文还选取了四本有代表性的汉字教材,对教材中所收汉字的形义关系进行了分析,进一步证实了字理教学法的可行性,流俗文字学虽然对留学生记忆汉字的形体结构有一定的帮助,但是由于它不具备科学性和系统性,所以从长远的角度来看,“新说文解字”不利于学生的汉字学习。本文还通过调查问卷的形式,考察了北京语言大学汉语学院汉字课上的汉字形义关系的讲解方法、存在的问题和留学生期望的教学方式。在文章的最后,本文针对现时层面的三种形义关系提出了相应的教学对策。 文章的最后附有《高等学校外国留学生汉语言专业教学大纲》中的《汉字表》,北京语言大学汉语学院“汉字认读和书写”实验课的教学内容以及实验课结束后对学生进行的调查问卷,以供读者对本文的结论进行检验,同时也可以为汉字教学的深入研究提供一定的参考。
[Abstract]:Character is the symbol system of recording language. At the beginning of Chinese character creation, meaning is recorded through form, which determines the close relationship between form and meaning of Chinese character. However, the relationship between form and meaning is not inflexible. The changes in the shape of the Chinese character itself and the meaning of the language it records have had a certain impact on the shape and meaning of the Chinese character, thus destroying the relationship between the form and the meaning at the beginning of the creation of the Chinese character. Complicate it. In this paper, 2503 characters in the Chinese language Teaching Program for Foreign students in Colleges and Universities, which were compiled by the Office of the National leading Group for Teaching Chinese as a Foreign language in 2002, are selected as the research objects. In this paper, the relationship between the ancient character form and meaning of 2503 characters is analyzed by using the results of "3500 Common Chinese characters' Origin and flow Database", which is developed by Professor Luo Weidong. Through the analysis of the form and meaning of 2503 teaching words, we analyze six kinds of relations from the diachronic level, which are: (1) the relation of form and meaning always exists; (2) the relation of form and meaning existed at a certain historical level. However, the current Chinese character level is disjointed; (3) there is no formal and semantic connection at the beginning, but the present Chinese character level produces the form and meaning connection; (4) the tangible meaning connection is started, the present Chinese character still has the tangible meaning connection; (5) the form meaning always has no connection; (6) the shape meaning relation is not clear. From the present level, there are three kinds of relations of form and meaning, which are: (1) the whole meaning can be analyzed according to the form; (2) the part of meaning can be analyzed according to the form; (3) the meaning can not be analyzed according to the form. On the basis of the above conclusions, this paper also selects four representative textbooks of Chinese characters, analyzes the relationship between the form and meaning of the Chinese characters received in the textbooks, and further proves the feasibility of the teaching method of Chinese characters. Although liu philology can help foreign students to memorize the shape and structure of Chinese characters, it is not scientific and systematic, so from a long-term point of view, it is not good for students to learn Chinese characters. The paper also investigates the methods of explaining the relationship between Chinese characters' form and meaning in the Chinese language class of Beijing language and Technology University, the problems existing and the teaching methods of the students' expectations through the form of questionnaire. At the end of the article, this paper puts forward the corresponding teaching countermeasures in view of the three kinds of relations of form and meaning in the present level. At the end of the article is attached the "Chinese character Table" in the syllabus of the Chinese language Specialty for Foreign students in Colleges and Universities, the teaching content of the "Chinese characters recognition and Writing" experiment course of the Chinese language College of Beijing language and language University and the experimental course after the completion of the experiment course. The questionnaire conducted by the students, For readers to test the conclusions of this paper, but also for the in-depth study of Chinese character teaching to provide a certain reference.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2119778
[Abstract]:Character is the symbol system of recording language. At the beginning of Chinese character creation, meaning is recorded through form, which determines the close relationship between form and meaning of Chinese character. However, the relationship between form and meaning is not inflexible. The changes in the shape of the Chinese character itself and the meaning of the language it records have had a certain impact on the shape and meaning of the Chinese character, thus destroying the relationship between the form and the meaning at the beginning of the creation of the Chinese character. Complicate it. In this paper, 2503 characters in the Chinese language Teaching Program for Foreign students in Colleges and Universities, which were compiled by the Office of the National leading Group for Teaching Chinese as a Foreign language in 2002, are selected as the research objects. In this paper, the relationship between the ancient character form and meaning of 2503 characters is analyzed by using the results of "3500 Common Chinese characters' Origin and flow Database", which is developed by Professor Luo Weidong. Through the analysis of the form and meaning of 2503 teaching words, we analyze six kinds of relations from the diachronic level, which are: (1) the relation of form and meaning always exists; (2) the relation of form and meaning existed at a certain historical level. However, the current Chinese character level is disjointed; (3) there is no formal and semantic connection at the beginning, but the present Chinese character level produces the form and meaning connection; (4) the tangible meaning connection is started, the present Chinese character still has the tangible meaning connection; (5) the form meaning always has no connection; (6) the shape meaning relation is not clear. From the present level, there are three kinds of relations of form and meaning, which are: (1) the whole meaning can be analyzed according to the form; (2) the part of meaning can be analyzed according to the form; (3) the meaning can not be analyzed according to the form. On the basis of the above conclusions, this paper also selects four representative textbooks of Chinese characters, analyzes the relationship between the form and meaning of the Chinese characters received in the textbooks, and further proves the feasibility of the teaching method of Chinese characters. Although liu philology can help foreign students to memorize the shape and structure of Chinese characters, it is not scientific and systematic, so from a long-term point of view, it is not good for students to learn Chinese characters. The paper also investigates the methods of explaining the relationship between Chinese characters' form and meaning in the Chinese language class of Beijing language and Technology University, the problems existing and the teaching methods of the students' expectations through the form of questionnaire. At the end of the article, this paper puts forward the corresponding teaching countermeasures in view of the three kinds of relations of form and meaning in the present level. At the end of the article is attached the "Chinese character Table" in the syllabus of the Chinese language Specialty for Foreign students in Colleges and Universities, the teaching content of the "Chinese characters recognition and Writing" experiment course of the Chinese language College of Beijing language and language University and the experimental course after the completion of the experiment course. The questionnaire conducted by the students, For readers to test the conclusions of this paper, but also for the in-depth study of Chinese character teaching to provide a certain reference.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
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