西藏、新疆区编小学《汉语》教材比较研究

发布时间：2018-05-26 22:04

本文选题：区编汉语教材 + 比较　；参考：《西藏大学》2017年硕士论文

【摘要】：现代社会要求少数民族公民学习和使用普通话,掌握基本的规范汉字,具备汉语基本素养。少数民族学生应该重视学习和使用民族语言文字,也应该加强对国家通用语言文字的学习和使用,以具备包括表达交流与识字阅读在内的多方面的基本能力。汉语教学为培养民汉兼通的少数民族一代新人发挥重要作用。教材作为小学教学的主要工具,是教学质量提升的重要辅助工具,区编汉语教材是国家针对民族地区的教学特点和学习汉语文的实际要求,根据国家颁布的《基础教育课程改革纲要》精神,以及教育部制定的《全日制民族中小学汉语课程标准》而编写的基础教育汉语文教材主要供以民族语言授课为主单科加授汉语的少数民族小学生使用。本研究拟通过对新课改以来西藏、新疆两个自治区的区编《汉语》教材进行比较研究,来对西藏的区编汉语教材在编写上提供建议和意见。在对现阶段关于汉语教材和作为第二语言的汉语教材的比较研究的总结和归纳,来找出其中研究的不足和需要改进的地方,来选取本研究的视角和研究方向。本文主要对其编写理念、教材编写结构和体例、教材内容选取、教学辅助资源的插图特点以及符合民族地区特色部分进行比较,找出两种教材编写的共同特点与差异,探求新课改后两种教材的特点和异同点,探寻区编教材建构的内在规律、理论依据和实践依据。通过比较研究,给教材使用者提供选用参考,对我国民族地区中小学教材建设和发展提出建设性意见,为教材编写和出版提供专业化服务。本文主要分为六个部分:第一部分:前言;第二部分:教材的结构体例比较;第三部分:教材的教学内容之间的比较;第四部分:教材辅助资源的比较分析;第五部分:符合民族地区特色的部分的比较;第六部分:结论和建议。通过比较指出西藏的区编教材可以从以下几个方面进行改进和提升:按逻辑结构编排更加合适的结构,从而有利于课文内容的呈现;在课文的选取上应该更加贴近民族地区儿童学习者的生活环境和思维习惯;加入更加生动的插图,来提升学生的学习兴趣。给区编教材的改进提供借鉴。
[Abstract]:Modern society requires ethnic minority citizens to learn and use Putonghua, master basic normative Chinese characters, and possess basic Chinese language literacy. Ethnic minority students should attach importance to the study and use of national languages and characters, and should also strengthen the study and use of national common languages, so as to have the basic ability of expressing, communicating and reading. Chinese teaching plays an important role in cultivating the new generation of ethnic minorities. As the main tool of primary school teaching, teaching material is an important auxiliary tool to improve the teaching quality. Compiling Chinese teaching material in district is the teaching characteristic of the national minority area and the actual requirement of learning Chinese language. In accordance with the spirit of the basic Education Curriculum Reform Program promulgated by the State, The basic education Chinese teaching materials are mainly used by ethnic minority primary and secondary school students, who are mainly taught in ethnic languages and given Chinese as a single subject, according to the Chinese Curriculum Standard of Full-time ethnic Primary and Middle Schools formulated by the Ministry of Education. This study aims to provide suggestions and suggestions on the compilation of regional Chinese textbooks in Tibet and Xinjiang through comparative study of the regional compilation of Chinese textbooks in Tibet and Xinjiang since the new curriculum reform. This paper summarizes and induces the comparative research on Chinese teaching materials and Chinese textbooks as a second language at the present stage to find out the deficiencies of the research and the areas that need to be improved to select the perspective and research direction of this study. In this paper, the author compares the compiling idea, the structure and style of the textbook, the selection of the teaching material content, the illustrative characteristics of the teaching auxiliary resources and the part in accordance with the characteristics of the minority areas, and finds out the common characteristics and differences between the two kinds of textbooks. This paper explores the characteristics, similarities and differences of the two kinds of textbooks after the new curriculum reform, and probes into the internal law, theoretical basis and practical basis of the construction of the regional compilation textbooks. Through comparative study, this paper provides reference for the users of textbooks, puts forward constructive suggestions on the construction and development of textbooks for primary and secondary schools in ethnic minority areas, and provides professional services for compiling and publishing textbooks. This paper is divided into six parts: the first part: the preface; the second part: the comparison of the structure of the textbook; the third part: the comparison between the teaching contents of the textbook; the fourth part: the comparative analysis of the supplementary resources of the textbook; The fifth part: the comparison of the parts in accordance with the characteristics of ethnic areas; the sixth part: conclusions and suggestions. Through comparison, it is pointed out that the Tibetan regional compilation textbooks can be improved and promoted in the following aspects: arranging more appropriate structures according to logical structure, which is conducive to the presentation of the contents of the text; The selection of text should be more close to the living environment and thinking habits of children in minority areas, and more vivid illustrations should be added to promote students' interest in learning. It provides reference for the improvement of district compilation textbooks.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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