韩国小学生汉语词汇有效教学策略研究
发布时间：2019-05-12 02:00
【摘要】：词汇是语言的建筑材料,没有词汇材料,语言就失去了意义。丰富的词汇储备是学好第二语言的关键,词汇量能衡量一个学习者语言水平的高低。随着我国经济实力的日益增强,国际地位的日益提高,孔子学院、孔子课堂以及各国家和各地区开设汉语教学的学校对汉语教师的需求越来越大,同时对其要求也越来越高。如今学好汉语词汇、提高汉语词汇记忆效果、扩大汉语词汇储备量不能单单地被认为是学生自己的事情,教师有必要也有责任在教学过程中教授学生一些与记忆有关的方法,从而提高学生汉语词汇记忆效果、扩大学生汉语词汇储备量、增强学生学习汉语的兴趣,进而使汉语在全球范围内自动地真正“热”起来。本文立足于韩国小学生汉语课堂上的词汇教学,基于理论和实践基础,从词汇的音、义、形等方面,论述如何运用有效的教学策略提高学生的词汇记忆效果,如何让学生更多地把汉语词汇的音、义、形由短时记忆转存入长时记忆。本文共分为五个部分,第一部分是绪论,主要包括研究背景和意义、研究综述、研究内容和方法以及本文所研究的教学策略的实施前提。第二部分是从词音方面提出的谐音教学策略,这章以记忆的识记方式和母语的正迁移为其心理学和语言学的理论基础,提出韩语谐音法、汉语谐音法、“汉语+韩语”等谐音方法。第三部分是从词义角度出发的思维导图教学策略,此章以记忆、神经生理机制和认知派学习理论为其心理学和教育心理学的理论基础,由语义场、义项和语素出发绘制思维导图,从而得到在词义上提高记忆效果的思维导图法。第四部分是从词形角度出发的图像记忆教学策略,此章以左右半脑的分工、小学生的认知发展为其心理学和教育学的理论基础,论述了如何对象形、指事、会意、形声汉字进行图像化,如何运用联想和想象将一个个汉字转变为一张张生动形象的图像进行记忆。第五部分是从词音、义、形角度出发对前文论述的三个教学策略的综合,此章论述了三个教学策略在汉语词汇教学中综合运用的原则、具体方法及需注意的问题。希望本文能让韩国小学生在学习汉语词汇时获得一点帮助,也能给汉语国际教育的教师们一些启发,还能给汉语词汇教学策略的教学研究提供些许参考。
[Abstract]:Vocabulary is the building material of language. Without lexical material, language loses its meaning. Rich vocabulary reserve is the key to learning a second language well, and vocabulary can measure a learner's language level. With the increasing economic strength and international status of our country, Confucius Institutes, Confucius classroom and schools offering Chinese teaching in various countries and regions have more and more demand for Chinese teachers, and at the same time, the requirements for Chinese teachers are getting higher and higher. Nowadays, learning Chinese vocabulary well, improving the effect of Chinese vocabulary memory and expanding the reserve of Chinese vocabulary can not only be regarded as students' own business, but also teachers have the responsibility to teach students some methods related to memory in the teaching process. In order to improve the effect of students' Chinese vocabulary memory, expand students' Chinese vocabulary reserve, enhance students' interest in learning Chinese, and then make Chinese automatically "hot" in the world. Based on the vocabulary teaching of Korean primary school students in Chinese classroom, based on the theoretical and practical basis, this paper discusses how to use effective teaching strategies to improve the effect of vocabulary memory from the aspects of vocabulary sound, meaning, shape and so on. How to make students transfer the sound, meaning and shape of Chinese vocabulary from short-term memory to long-term memory. This paper is divided into five parts. The first part is the introduction, which mainly includes the research background and significance, research summary, research contents and methods, as well as the implementation premise of the teaching strategy studied in this paper. The second part is the homophonic teaching strategy from the aspect of word pronunciation. This chapter puts forward the Korean homonym method and the Chinese homonym method based on the memorizing mode of memory and the positive transfer of mother tongue as the theoretical basis of psychology and linguistics. The homonym method of Chinese and Korean. The third part is the teaching strategy of thinking map from the point of view of word meaning. This chapter takes memory, neurophysiological mechanism and cognitive learning theory as the theoretical basis of its psychology and educational psychology, which is based on semantic field. The meaning item and morpheme are used to draw the mind map, and the thinking map method to improve the memory effect in the meaning of the word is obtained. The fourth part is the teaching strategy of image memory from the point of view of word form. This chapter takes the division of labor between the left and right brains and the cognitive development of primary school students as the theoretical basis of its psychology and pedagogy, and discusses how to object form, refer to things, know meaning. How to use association and imagination to transform one Chinese character into a vivid image for memory. The fifth part is the synthesis of the three teaching strategies discussed above from the point of view of pronunciation, meaning and form. This chapter discusses the principles, concrete methods and problems that should be paid attention to in the comprehensive application of the three teaching strategies in Chinese vocabulary teaching. It is hoped that this paper can make Korean primary school students get some help in learning Chinese vocabulary, enlighten the teachers of Chinese international education, and provide some reference for the teaching research of Chinese vocabulary teaching strategy.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
本文编号：2475020
[Abstract]:Vocabulary is the building material of language. Without lexical material, language loses its meaning. Rich vocabulary reserve is the key to learning a second language well, and vocabulary can measure a learner's language level. With the increasing economic strength and international status of our country, Confucius Institutes, Confucius classroom and schools offering Chinese teaching in various countries and regions have more and more demand for Chinese teachers, and at the same time, the requirements for Chinese teachers are getting higher and higher. Nowadays, learning Chinese vocabulary well, improving the effect of Chinese vocabulary memory and expanding the reserve of Chinese vocabulary can not only be regarded as students' own business, but also teachers have the responsibility to teach students some methods related to memory in the teaching process. In order to improve the effect of students' Chinese vocabulary memory, expand students' Chinese vocabulary reserve, enhance students' interest in learning Chinese, and then make Chinese automatically "hot" in the world. Based on the vocabulary teaching of Korean primary school students in Chinese classroom, based on the theoretical and practical basis, this paper discusses how to use effective teaching strategies to improve the effect of vocabulary memory from the aspects of vocabulary sound, meaning, shape and so on. How to make students transfer the sound, meaning and shape of Chinese vocabulary from short-term memory to long-term memory. This paper is divided into five parts. The first part is the introduction, which mainly includes the research background and significance, research summary, research contents and methods, as well as the implementation premise of the teaching strategy studied in this paper. The second part is the homophonic teaching strategy from the aspect of word pronunciation. This chapter puts forward the Korean homonym method and the Chinese homonym method based on the memorizing mode of memory and the positive transfer of mother tongue as the theoretical basis of psychology and linguistics. The homonym method of Chinese and Korean. The third part is the teaching strategy of thinking map from the point of view of word meaning. This chapter takes memory, neurophysiological mechanism and cognitive learning theory as the theoretical basis of its psychology and educational psychology, which is based on semantic field. The meaning item and morpheme are used to draw the mind map, and the thinking map method to improve the memory effect in the meaning of the word is obtained. The fourth part is the teaching strategy of image memory from the point of view of word form. This chapter takes the division of labor between the left and right brains and the cognitive development of primary school students as the theoretical basis of its psychology and pedagogy, and discusses how to object form, refer to things, know meaning. How to use association and imagination to transform one Chinese character into a vivid image for memory. The fifth part is the synthesis of the three teaching strategies discussed above from the point of view of pronunciation, meaning and form. This chapter discusses the principles, concrete methods and problems that should be paid attention to in the comprehensive application of the three teaching strategies in Chinese vocabulary teaching. It is hoped that this paper can make Korean primary school students get some help in learning Chinese vocabulary, enlighten the teachers of Chinese international education, and provide some reference for the teaching research of Chinese vocabulary teaching strategy.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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