基于模因论的小学六年级汉语多义词教学实验研究

发布时间：2018-07-28 14:30

【摘要】：词汇是语言学习的重点和难点。词汇水平的高低直接影响着学生的阅读理解能力和写作能力。在汉语词汇的学习过程中,多义词是词汇教学的重要内容,多义词众多义项的发展过程展现了历史与文化的进程。最新颁布的《小学语文课程标准》强调汉字的书写、理解与运用,要求学生在发展语言能力的同时,认识中华文化的博大精深。因此,语文教师如何帮助学生学好多义词是非常重要和必要的工作任务。模因的概念最早出现于道金斯1976年出版的《自私的基因》一书当中,模因论的核心便是“模因”,重点在“模仿”。人们通过“模仿”学到的任何东西都可以“复制”成为模因,体现在语言中则被称之为语言模因。语言与模因之间的密切关系最早由桂诗春于2002年概括提出,之后何自然对其进行深入的研究,且研究成果丰硕。本文在模因论的指导下,对小学六年级汉语多义词教学进行了实验研究。本文的主要研究问题为:1.与传统教学法相比,模因论指导下的小学六年级汉语多义词词汇教学是否能够产生更好的教学效果?2.模因论指导下的小学六年级汉语多义词词汇教学是否能够提升汉语多义词的学习策略?本教学实验研究时长为102天,研究对象为某农村小学六年级三班和四班共70名学生。实验班采用模因论指导下的“字典查找—模因串讲—练习”的教学模式;控制班则采用传统的“讲解—练习”授课模式。经过实验,并通过实验前后的数据对比分析,此次教学实验研究结果如下:一、模因论视角下的“字典查找—模因串讲—练习”教学模式能够帮助学生形成新的学习习惯与学习方法,但改变并不是很大,学生仍然会使用传统的抄写方法来增强记忆;二、与传统的教学模式相比,呈现出较好的教学效果。研究结果表明:模因论视角下的“字典查找—模因串讲—练习”模式是一个有效的教学模式,该方法不仅能够提高学生对汉语多义词的理解能力,拓展词汇知识,还有助于提升汉语多义词的学习策略。
[Abstract]:Vocabulary is the focus and difficulty of language learning. The level of vocabulary directly affects students' reading comprehension and writing ability. Polysemy is an important part of vocabulary teaching in the process of learning Chinese vocabulary. The development of polysemous words shows the process of history and culture. The newly promulgated Chinese Curriculum Standard of Primary School emphasizes the writing, understanding and application of Chinese characters, which requires students to understand the broad and profound Chinese culture while developing their language ability. Therefore, it is an important and necessary task for Chinese teachers to help students learn polysemous words well. The concept of meme first appeared in Dawkins'"selfish Gene" published in 1976. The core of memetics is "meme", with emphasis on "imitation". Everything people learn through imitation can be copied into memes, which is called linguistic meme. The close relationship between language and meme was first proposed by Gui Shichun in 2002. Under the guidance of memetics, this paper makes an experimental study on the teaching of Chinese polysemous words in grade six of primary school. The main research problem of this paper is: 1. Compared with the traditional teaching method, whether the sixth grade Chinese polysemy vocabulary teaching under the guidance of memetics can produce better teaching effect? Whether the sixth grade Chinese polysemy vocabulary teaching under the guidance of memetics can improve the learning strategy of Chinese polysemous words? The teaching experiment was conducted for 102 days. The subjects were 70 students in class 3 and class 4 in a rural primary school. Under the guidance of memetics, the experimental class adopts the teaching mode of "dictionary search-meme string-practice", while the control class adopts the traditional teaching mode of "explanation-practice". After the experiment, and through the comparative analysis of the data before and after the experiment, the results of this teaching experiment research are as follows: 1. From the perspective of memetics, the teaching model of "dictionary lookup-meme string-talk-practice" can help students to form new learning habits and methods, but the change is not very big, students will still use the traditional copying method to enhance their memory. Compared with the traditional teaching mode, it shows better teaching effect. The results show that the "dictionary lookup-meme string-practice" model from the perspective of memetics is an effective teaching model. This method can not only improve students' understanding of Chinese polysemous words, but also expand their vocabulary knowledge. It also helps to improve the learning strategies of Chinese polysemous words.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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