《国际汉语教学通用课程大纲》中形近同音字教学研究

发布时间：2018-03-01 10:10

  本文关键词： 《国际汉语教学通用课程大纲》 形近同音字 HSK动态语料库 教学方法　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着中国的国际地位的不断提高,汉语热潮已经席卷整个世界。越来越多的人开始喜欢并想要学习汉语,但这些汉语学习者们对汉字却望而生畏。汉字教学是对外汉语教学的重点和难点,其中的形近同音字更是留学生易出错的汉字类型,但是针对这类汉字教学的专门性研究却很少,因此需加强此方面的研究,减少留学生在形近同音字中出现的偏误。本研究以对比分析假说和内在大纲习得顺序假说为研究的理论基础,采用分析归纳法、课堂观察实践法、问卷调查法等研究方法,把《国际汉语教学通用课程大纲(修订版)》中常用汉字表的2500个汉字作为研究对象,对其进行统计分析,整理出336组756个形近同音字;然后以HSK动态语料库为基础,对整理出的形近同音字的使用频次、错误频次、别字频次进行统计并计算出其别字率整理成表;根据此表对留学生形近同音字的习得情况进行分析,总结出导致偏误产生的客观因素,提出针对形近同音字的专门教学方法,并以一组形近同音字“度”与“渡”为例进行教案设计和教学实践,根据学生课后填写的调查问卷,对教学效果进行检验和反思。本研究基于《大纲》的常用汉字表整理出形近同音字表并对每个形近同音字的等级进行详细标注,得出形近同音字在汉字常用字中所占比重较大,且等级越高形近同音字的个数越多。对HSK动态语料库中形近同音字统计发现:形近同音字中有19.44%的别字率高达80%以上,并且随着形近同音字等级的不断提高别字率≥50%的形近同音字也不断增多,但是初、中级别字率≥50%的形近同音字占本等级汉字总数的百分比与高级相差无几。以上调查分析说明:汉字的常见度、汉字字形的复杂度、相似度和汉字字义的相似性是导致形近同音字习得偏误的三个重要因素;教学中采用字理教学法、归纳法和音、形、义统一教学的教学法能有效地减少形近同音字的别字率;教师在形近同音字教学中应注重对各个等级形近同音字的教学,避免只重视高级形近同音字的教学现象的发生。
[Abstract]:With the development of China's international status, the upsurge of Chinese has swept the whole world. More and more people begin to like and want to learn Chinese. However, these Chinese learners are afraid of Chinese characters. Chinese character teaching is the focus and difficulty of teaching Chinese as a foreign language. However, there are few studies on the specialty of teaching Chinese characters, so we need to strengthen the research in this field. This study is based on the contrastive analysis hypothesis and the internal syllabus acquisition sequence hypothesis, and adopts the methods of analysis induction, classroom observation practice, questionnaire survey and so on. Taking the 2500 Chinese characters in the Common Curriculum of International Chinese language Teaching (revised edition) as the research object, the statistical analysis is carried out, and 336groups of 756 Chinese characters are sorted out, and then the dynamic corpus of HSK is used as the basis. The usage frequency, error frequency and frequency of other words are analyzed and calculated into a table, according to this table, the acquisition situation of foreign students' form near homonym is analyzed. This paper sums up the objective factors that lead to errors, puts forward a special teaching method for the characters of form and near homonym, and takes a group of "degree" and "du" as examples for teaching plan design and teaching practice, according to the questionnaire filled out by the students after class. Based on the common Chinese character table of outline, this study sorted out the form near homonym word table and marked the level of each form near homonym word in detail, and got the conclusion that the form near homonym word occupies a large proportion in the Chinese character frequently used word, this research is based on the common Chinese character table of "outline", and marks the level of each form and near homonym word in detail. The higher the rank, the more the number of homophones. According to the statistics of HSK dynamic corpora, there are more than 80% characters in 19.44% words. And with the increasing of the level of the homophones, the number of the characters with the rate of more than 50% is also increasing, but at the beginning, The percentage of Chinese characters with intermediate character rate 鈮，

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