泰国六世皇中学学生汉字书写偏误及教学策略研究
发布时间：2018-11-15 12:06
【摘要】：近年来随着汉语国际推广事业的发展,汉语快速进入泰国的各类教育体系中,汉语教学在泰国全面开展,但是汉字教学却相对滞后。笔者在泰国任教期间发现初级阶段学生在汉字学习上有很大困难,在汉字书写方面出现了较多偏误。因此充分利用在泰十个月的汉语教学实践机会,以六世皇(Mahavajiravudh School)中学为例,收集了初级阶段学生的课堂练习、课后作业、期中、期末试卷等汉字书写语料。通过整理归纳偏误类型,寻找偏误产生的原因,总结该阶段学生汉字学习的难点,探究可操作的教学方法。希望能为以后来该校任教的汉语老师的汉字教学提供一些参考。本文共分为五部分:第一部分是引言,这一部分主要介绍选题背景、研究对象,相关研究现状、依据的理论基础、调查方法以及研究的目的和意义。鉴于所教学生汉字习得效果不理想且无现成的可参考的策略,因此把他们作为研究对象,对其汉字习得情况进行了解。关于汉字偏误的相关研究,笔者考察了汉字书写和认读两方面,主要考查了汉字书写偏误方面的整体研究、汉字要素研究、国别化研究和阶段性研究。依据的理论基础有对比分析理论、偏误分析理论、中介语理论。采用了对比分析、偏误分析、个案研究、问卷调查和实践的方法。研究的目的在于发现学生初级阶段汉字习得的规律和难点,提出针对性的汉字教学策略。第二部分是汉字偏误统计与分析,介绍学校汉语情况;设计调查问卷了解学生的汉字学习现状;对语料来源进行说明;对偏误进行归类以及总结初级阶段汉字书写难点,对所收集到的偏误从笔画、部件、整字三个层面进行了分类,具体分为笔画增加、减少、变形、笔际偏误,部件增加、减少、更换、错位、组合、间架比例偏误,整字偏误分为形近和音近两方面。通过分析得出初级阶段笔画的偏误率最高,初级阶段汉字习得的难点主要表现在笔画数目的增减、笔顺的错序、复合笔形、形似笔画上。第三部分是对汉字偏误产生的原因分析。分别从泰语书写习惯、学校、教师、学生、教材及其它方面分析了对该校学生汉字习得的影响。第四部分是提出的一些可行的汉字教学和学习策略。主要有体验发现式教学策略,教师提高教学素养重视汉字教学技巧以及通过实践得出的一些具体的教学方法和建议。最后是本文的结语,对本文的主要内容进行了总结,对本文的不足进行了反思,并对未来的研究做出进一步思考。
[Abstract]:In recent years, with the development of Chinese international promotion, Chinese language has entered all kinds of educational systems in Thailand. Chinese language teaching has been carried out in Thailand, but the teaching of Chinese characters has lagged behind. While teaching in Thailand, the author found that the students in the primary stage had great difficulties in learning Chinese characters, and there were many errors in the writing of Chinese characters. Therefore, taking the sixth Emperor (Mahavajiravudh School) Middle School as an example, the author makes full use of the Chinese language teaching practice in Thailand for ten months, and collects the Chinese writing materials of the students in the primary stage, such as classroom exercises, after-class homework, midterm, final examination papers, and so on. By sorting out the types of errors, finding out the causes of the errors, summarizing the difficulties in the learning of Chinese characters in this stage, and exploring the operational teaching methods. Hope to provide some reference for the teaching of Chinese characters. This paper is divided into five parts: the first part is the introduction, this part mainly introduces the background of the topic, research object, related research status, the theoretical basis of the basis, investigation methods, as well as the purpose and significance of the study. In view of the fact that the students' Chinese character acquisition effect is not ideal and there is no ready-made strategy for reference, they are regarded as the objects of study to understand the acquisition of Chinese characters. On the related research of Chinese character bias, the author examines the two aspects of Chinese character writing and recognition, including the overall study of Chinese character writing bias, the study of Chinese character elements, the study of nationalization and the study of stages. According to the theoretical basis of contrastive analysis theory, error analysis theory, interlanguage theory. The methods of comparative analysis, error analysis, case study, questionnaire investigation and practice are used. The purpose of this study is to find out the rules and difficulties in the acquisition of Chinese characters in the primary stage, and to put forward the teaching strategies of Chinese characters. The second part is the statistics and analysis of Chinese character errors, introduces the situation of school Chinese; designs a questionnaire to understand the current situation of students' Chinese character learning; explains the source of the corpus; Classifying errors and summarizing the difficulties in writing Chinese characters at the primary stage. The errors collected are classified from three levels: stroke, parts, and whole characters. They are divided into three levels: stroke increase, decrease, deformation, pen error, component increase and decrease. Replacement, dislocation, combination, frame ratio error, whole word error is divided into two aspects: near form and close to sound. The results show that the error rate of stroke is the highest in the primary stage, and the difficulties in the acquisition of Chinese characters in the primary stage are mainly reflected in the increase and decrease of the number of strokes, the misorder of strokes, the composite strokes, and the shape of strokes. The third part is the analysis of the causes of Chinese character bias. This paper analyzes the influence of Thai writing habits, schools, teachers, students, textbooks and other aspects on the acquisition of Chinese characters. The fourth part is to put forward some feasible Chinese character teaching and learning strategies. There are mainly experience-discovery teaching strategies, teachers pay attention to the teaching skills of Chinese characters and some concrete teaching methods and suggestions through practice. Finally, the conclusion of this paper summarizes the main contents of this paper, reflects on the shortcomings of this paper, and makes further reflection on the future research.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2333259
[Abstract]:In recent years, with the development of Chinese international promotion, Chinese language has entered all kinds of educational systems in Thailand. Chinese language teaching has been carried out in Thailand, but the teaching of Chinese characters has lagged behind. While teaching in Thailand, the author found that the students in the primary stage had great difficulties in learning Chinese characters, and there were many errors in the writing of Chinese characters. Therefore, taking the sixth Emperor (Mahavajiravudh School) Middle School as an example, the author makes full use of the Chinese language teaching practice in Thailand for ten months, and collects the Chinese writing materials of the students in the primary stage, such as classroom exercises, after-class homework, midterm, final examination papers, and so on. By sorting out the types of errors, finding out the causes of the errors, summarizing the difficulties in the learning of Chinese characters in this stage, and exploring the operational teaching methods. Hope to provide some reference for the teaching of Chinese characters. This paper is divided into five parts: the first part is the introduction, this part mainly introduces the background of the topic, research object, related research status, the theoretical basis of the basis, investigation methods, as well as the purpose and significance of the study. In view of the fact that the students' Chinese character acquisition effect is not ideal and there is no ready-made strategy for reference, they are regarded as the objects of study to understand the acquisition of Chinese characters. On the related research of Chinese character bias, the author examines the two aspects of Chinese character writing and recognition, including the overall study of Chinese character writing bias, the study of Chinese character elements, the study of nationalization and the study of stages. According to the theoretical basis of contrastive analysis theory, error analysis theory, interlanguage theory. The methods of comparative analysis, error analysis, case study, questionnaire investigation and practice are used. The purpose of this study is to find out the rules and difficulties in the acquisition of Chinese characters in the primary stage, and to put forward the teaching strategies of Chinese characters. The second part is the statistics and analysis of Chinese character errors, introduces the situation of school Chinese; designs a questionnaire to understand the current situation of students' Chinese character learning; explains the source of the corpus; Classifying errors and summarizing the difficulties in writing Chinese characters at the primary stage. The errors collected are classified from three levels: stroke, parts, and whole characters. They are divided into three levels: stroke increase, decrease, deformation, pen error, component increase and decrease. Replacement, dislocation, combination, frame ratio error, whole word error is divided into two aspects: near form and close to sound. The results show that the error rate of stroke is the highest in the primary stage, and the difficulties in the acquisition of Chinese characters in the primary stage are mainly reflected in the increase and decrease of the number of strokes, the misorder of strokes, the composite strokes, and the shape of strokes. The third part is the analysis of the causes of Chinese character bias. This paper analyzes the influence of Thai writing habits, schools, teachers, students, textbooks and other aspects on the acquisition of Chinese characters. The fourth part is to put forward some feasible Chinese character teaching and learning strategies. There are mainly experience-discovery teaching strategies, teachers pay attention to the teaching skills of Chinese characters and some concrete teaching methods and suggestions through practice. Finally, the conclusion of this paper summarizes the main contents of this paper, reflects on the shortcomings of this paper, and makes further reflection on the future research.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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