面向意大利汉语学习者的文化因素教学研究

发布时间：2017-12-31 10:05

本文关键词：面向意大利汉语学习者的文化因素教学研究　出处：《厦门大学》2014年硕士论文　论文类型：学位论文

【摘要】：本文以语言教学中的文化因素分析和文化导入理论为指导,以意大利汉语教学的历史和现状为背景,选取了两套在意大利汉语教学中有代表性的教材—《当代中文》(意大利语版)和《意大利人学汉语》,通过对其文化因素、导入方式、导入途径的系统研究,提出意大利汉语课堂文化因素导入方法。意大利汉语教材中的文化因素,可从交际文化和知识文化两个大方面加以考察,其中交际文化中又具体含有生活方式、思维方式、饮食习惯、风俗习惯、价值观念、审美情趣、道德标准等几个子类；知识文化中具体含有经济、教育、科学技术、制度文化、历史地理、语言文化等几个子类。两套教材都以交际文化为导入重点,并且都注重导入文化因素的实用性；在导入方式上,以隐性导入为主；在导入途径上,借助了词语、课文、课后注释、课后练习、阅读和图片等多种渠道,两套教材都以文字形式的导入为主,并且词语是导入文化因素的主要途径。针对意大利汉语课堂教学,其文化导入方法可从以下四个方面加以设计：首先,注重中意文化异同的比较,防止学习者因套用自己的母语文化内容而产生负迁移；其次,联系相关文化背景,在教学中通过对相关词语、课文、图片等包含的文化因素的文化背景加以阐述；再次,文化因素导入与语言技能训练结合,利用导入的文化因素和相关文化背景知识,适当加入一些有关汉语听、说、读、写方面的技能训练；最后,注重交际实践,学生通过自己的交际实践总结知识。作为教师来讲,一要提高自身的中国文化修养；二要了解熟悉意大利文化,在教学中适时地兼顾介绍意大利本土文化有益于学习者的习得；三要增强自身跨文化教学意识和文化敏感性,察觉到隐含的文化因素并揭示给学生；四要培养学生的跨文化交际意识,以汉语的思维方式学习汉语。
[Abstract]:This paper is guided by the theory of cultural factor analysis and cultural introduction in language teaching, and takes the history and present situation of Italian Chinese teaching as the background. Selected two representative textbooks in Italian Chinese teaching-"Contemporary Chinese" (Italian version) and "Italians learn Chinese", through its cultural factors, the way of introduction, the introduction of the way of systematic research. The cultural factors in Italian Chinese teaching materials can be investigated from two aspects: communicative culture and knowledge culture, in which the communicative culture contains the lifestyle. The way of thinking, eating habits, customs and habits, values, aesthetic taste, moral standards and other sub-categories; Knowledge culture contains several subcategories, such as economy, education, science and technology, institutional culture, historical geography, language culture and so on. The two sets of textbooks focus on communicative culture. And they all pay attention to the practicability of introducing cultural factors; In the way of import, recessive import is the main method. In the way of introduction, with the help of words, texts, notes after class, after-class exercises, reading and pictures and other channels, the two sets of teaching materials are mainly in the form of text. And words are the main way to introduce cultural factors. In view of the Italian Chinese classroom teaching, its culture introduction method can be designed from the following four aspects: first, pay attention to the comparison of the similarities and differences between Chinese and Italian culture. To prevent learners from negative transfer by applying their native language cultural content; Secondly, related cultural background, through the teaching of related words, texts, pictures and other cultural factors contained in the cultural background to explain; Thirdly, combining the introduction of cultural factors with language skills training, using the introduced cultural factors and relevant cultural background knowledge, appropriate to add some Chinese listening, speaking, reading, writing skills training; Finally, pay attention to the practice of communication, students through their own communicative practice to sum up their knowledge. As a teacher, first, to improve their own Chinese culture; Secondly, it is necessary to understand the knowledge of Italian culture and to give due consideration to the introduction of Italian culture in the teaching to benefit the learners' acquisition; Third, we should enhance our awareness of cross-cultural teaching and cultural sensitivity, detect the implied cultural factors and reveal them to the students; Fourth, cultivate students' awareness of cross-cultural communication and learn Chinese in a Chinese way of thinking.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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