旅游汉语教材编写中的文化因素研究

发布时间：2018-05-06 22:28

本文选题：旅游汉语 + 教材编写　；参考：《辽宁师范大学》2013年硕士论文

【摘要】：近年来,随着中国政治、经济、科技、文化等各方面的飞速发展,“汉语热”在全球范围内持续升温。同时,跨国旅游是当下的一种时尚,中国这一神秘的东方古国如今发展迅猛,不仅有着让人神往的自然风光,也有了良好的经济环境,已成为世界各国旅游者迫切了解的对象,是众多旅游者出境游的首选之地。随着来华旅游人数的逐年增加,世界上掀起了越来越热的学习汉语的浪潮,多数来华旅游者对汉语学习的要求十分迫切,继而催生了旅游汉语教材的编写与出版。笔者通过调查发现,市面上的旅游汉语系列教材总数偏少,内容多与旅游英语教材思路设计重复,创新之处较少,对文化因素在旅游汉语教材中的设计不够,故提出在旅游汉语教材的编写中大量加入文化因素,以便于帮助学习者提高学习兴趣,加深其对中国文化的了解,进而推动其深入地进行汉语学习,促进汉语的国际推广和中国文化的传播。
[Abstract]:In recent years, with the rapid development of Chinese politics, economy, science and technology, culture and other aspects, "Chinese fever" in the global warming. At the same time, transnational tourism is a fashion at present. China, a mysterious ancient oriental country, is developing rapidly now. It not only has fascinating natural scenery, but also has a good economic environment. It has become an object of urgent understanding for tourists from all over the world. It is the first choice for many tourists to travel abroad. With the increasing number of tourists coming to China year by year, the tide of learning Chinese is becoming more and more popular in the world. Most of the tourists in China are eager to learn Chinese, which leads to the compilation and publication of Chinese teaching materials for tourism. Through the investigation, the author finds that the total number of tourism Chinese teaching materials on the market is on the low side, the content of which is duplicated with the thinking design of tourism English textbooks, the innovation is less, and the design of cultural factors in tourism Chinese textbooks is not enough. Therefore, it is suggested that a large number of cultural factors should be added to the compilation of tourist Chinese textbooks in order to help learners improve their interest in learning, deepen their understanding of Chinese culture, and then promote their in-depth study of Chinese. To promote the international promotion of Chinese and the spread of Chinese culture.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.4;F590-4

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