《发展汉语》与《新概念汉语》（初）比较

发布时间：2018-04-28 18:37

本文选题：《发展汉语》 + 《新概念汉语》　；参考：《吉林大学》2017年硕士论文

【摘要】：教材在教学中是不可或缺的工具,是教学的材料,对外汉语教学同样离不开教材。教材编写质量的优劣对教学有直接的影响,因此对外汉语教材的编写至关重要。通过阅读对外汉语教材研究的文献,吸收前辈先贤的经验,本文从《发展汉语》与《新概念汉语》的总体设计、内容要素这两大方面对两部教材进行了比较。其中总体设计方面包括教材定位与目标、编写理念、结构形式的比较;内容要素方面包括语音、课文、词汇、语法、练习的比较。除引言和结语外,论文的主体内容包括以下两个部分:首先,教材的总体设计方面,比较了两套教材的定位与目标、编写理念及结构形式。两套教材都是面向初级水平的学习者,都注重培养学习者的听说读写能力;两套教材都按照结构——功能——文化的编写理念,同时又有各自的理念:《发展汉语》是“集成、多元、创新”,而《新概念汉语》则为“以学习者为中心、在使用中学习”;在结构形式方面,两套教材各有特色:《发展汉语》系列教材分为听力、口语、阅读、写作、综合五个系列,且每个系列基本包括初、中、高三个层级;而《新概念汉语》只有三个层级的综合教材,没有专门的技能教材;两套教材的初级阶段,《发展汉语》第Ⅰ册有30课,除第30课是一篇长课文外,其余每课都为三篇小课文;第Ⅱ册共有25课,都是单独的课文。《新概念汉语》上下两册结构相同,每册各有40课,每2课为一个单元,其中单数课为主课,双数课为复练课,主要复习单元主课所学的句式或表达方法。其次,教材的内容要素方面,主要比较了语音、课文、词汇、语法、练习。语音是汉语学习的重要工具,但是笔者发现,在众多的初级综合教材的比较研究中,并没有对语音部分的比较,因此笔者将语音列入本文的比较范围。因为《新概念汉语》没有编排语音,所以本文主要对《发展汉语》的语音进行了研究;课文方面主要比较了课文的题材和体裁;词汇方面主要从词汇量的控制、词汇在课文中的位置、生词注释等几方面进行比较;语法方面主要比较了语法量的控制和语法编排;练习设计方面包括练习题量和练习题型的比较。总之,作为同一时期、同一出版社出版的两套初级综合教材,《发展汉语》与《新概念汉语》各有特色,有相同之处,也有诸多不同。总体来看,《发展汉语》在各方面的编排详细、全面,《新概念汉语》则简单、易学,二者仍然需要不断完善,以满足更多的汉语学习者的需求。
[Abstract]:Teaching materials are indispensable tools and teaching materials in teaching, and teaching Chinese as a foreign language can not be separated from teaching materials. The quality of compiling textbooks has a direct impact on teaching, so the compilation of textbooks for Chinese as a foreign language is very important. By reading the literature on the study of textbooks for Chinese as a foreign language and absorbing the experience of the forefathers, this paper compares the two textbooks from the aspects of the general design and content elements of "developing Chinese" and "New concept Chinese". The overall design includes the orientation and goal of the textbook, the comparison of the writing idea and the structural form, and the comparison of pronunciation, text, vocabulary, grammar and practice in the content elements. In addition to the introduction and conclusion, the main content of the paper includes the following two parts: first, the overall design of the textbook, compared the two sets of textbooks, the positioning and objectives, writing ideas and structural forms. Both sets of textbooks are aimed at primary level learners and focus on developing learners' ability of listening, speaking, reading and writing. Both sets of textbooks are based on the structure-function-cultural writing concept, and at the same time have their own ideas: "developing Chinese" is "integration." "New concept Chinese" is "learner-centered, learning-in-use". In terms of structural form, the two sets of textbooks have their own characteristics: "developing Chinese" series of textbooks are divided into listening, speaking, reading, and writing. Five series are synthesised, and each series basically includes three levels of primary, middle and high, while New concept Chinese has only three levels of comprehensive teaching material, and there is no specialized skill teaching material. In the initial stage of the two sets of textbooks, there are 30 lessons in Volume I of the New concept Chinese, with the exception of one long text in lesson 30, three small texts in each of the other classes, and 25 separate texts in Book II. (new concept Chinese) the structure of the two volumes is the same. Each book has 40 lessons, every 2 lessons as a unit, in which the singular class as the main lesson, even class for the practice class, the main review unit of the main lesson of sentence patterns or expressions. Secondly, the content elements of the textbook, mainly compared the pronunciation, text, vocabulary, grammar, practice. Phonetics is an important tool for Chinese learning, but the author finds that there is no comparison of phonetic parts in the comparative study of many primary comprehensive textbooks, so the author includes phonology in the comparative scope of this paper. Because "New concept Chinese" has no phonetic arrangement, this paper mainly studies the pronunciation of "developing Chinese"; the text mainly compares the theme and genre of the text; the vocabulary mainly from the vocabulary control, The position of vocabulary in the text, the annotation of new words and other aspects are compared; the grammatical aspect mainly compares the control of grammar quantity and grammatical arrangement; the aspect of exercise design includes the comparison of exercise quantity and exercise type. In a word, as the same period, the two sets of primary comprehensive textbooks published by the same publishing house have their own characteristics, similarities and many differences. In general, the arrangement of "Development Chinese" is detailed and comprehensive in all aspects, while "New concept Chinese" is simple and easy to learn, both of which still need to be perfected to meet the needs of more Chinese learners.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.4

【参考文献】