泰国三套初级汉语教材语法项目的选取及其编排研究

发布时间：2018-03-25 00:34

本文选题：泰国高校　切入点：初级汉语教材　出处：《上海师范大学》2012年硕士论文

【摘要】：本文选择三套泰国高校现行的汉语初级阶段教材作为研究对象，这三套教材分别由泰国高校教师自编的《基础汉语》，中泰合编的《泰国人学汉语》和中国大陆编写的《汉语教程》。主要运用对比、统计等方法，考察这三套教材中语法项目的选取和编排情况。并在此基础上，尝试对泰国高校初级汉语教材编写提出意见和建议，以期为泰国国内汉语教材语法项目的编排方面提供参考依据，推动泰国初级汉语教材编写的深入研究和泰国汉语教学的发展。本文从语法项目的数量、甲乙丙丁四级语法项目的选取、各套教材语法项目编排的特点以及语法项目的分布编排等几方面入手，对三套教材语法项目的选取及其编排进行了全方位的考察。就语法项目选取而言，有的教材平均每课语法项目数量少，有的数量偏高。从各册平均每课语法量来看，有的教材各册平均每课语法项目呈逐步减少态势，，有的是呈逐步增加态势，我们认为，语法教学量每课编排应该控制在少则1-2个、多则3-4个，如果能够在语音阶段同时教授语法，就会大大减少每课语法项目的平均数量，减少每一课的教学量和降低教学难度。三套教材都以甲级语法项目为主，而且数量还未达到《大纲》的标准。三套教材对于丙丁级语法项目的甄选都很谨慎，但对于初级阶段的学生来说有相当的难度，最好在学习完甲乙级相关类别的语法项目后，再考虑用丙、丁级语法项目。由于《大纲》收集的语法项目不够详细和齐全，导致部分教材“其他语法项目”的出现超过了《大纲》的标准。所以我们认为，《大纲》需要作进一步的调整、修改并加以完善。就语法项目的编排而言，从“了”前语法和“了”后语法来看，部分教材将相关“定语、状语”的表达形式安排在“了”后面，部分教材安排在“了”前面。有的教材忽略了比较句、“把”字句、“被”字句等特殊句式，未将其选入教材中。三套教材相关编排顺序上还有所欠缺，某些语法项目排序错乱颠倒，影响整个教学体系的完整性，也会阻碍后续教学计划的实施。初级阶段教材语法项目的编写应该加强语言对比与习得偏误研究，遵循循序渐进、实用性、分散性、针对性的原则进行选编，使其更符合学习者的需求，起到针对性的作用。
[Abstract]:This paper chooses three sets of current Chinese teaching materials in Thai universities and colleges as the object of study. The three sets of textbooks were compiled by the teachers of Thai universities and colleges respectively, "basic Chinese", "Thai Learning Chinese" compiled jointly by China and Thailand, and "Chinese course" compiled by mainland China. The main methods of comparison and statistics are used. This paper examines the selection and arrangement of grammar items in the three sets of textbooks. On this basis, it tries to put forward some suggestions and suggestions on the compilation of primary Chinese textbooks in Thai universities and colleges. In order to provide a reference for the arrangement of grammar items in Thai Chinese teaching materials, and to promote the in-depth study of the compilation of primary Chinese textbooks in Thailand and the development of Thai Chinese teaching. This paper starts with the quantity of grammatical items, the selection of grammar items in CET-4, the characteristics of grammatical items in each set of textbooks, and the distribution of grammatical items. The selection and arrangement of grammar items in three sets of textbooks are investigated in all directions. As far as the selection of grammar items is concerned, the average number of grammar items per lesson in some textbooks is small, while the number of grammar items in some textbooks is on the high side. From the perspective of the average grammar quantity of each lesson in each volume, the average grammar items of each lesson in some textbooks are gradually decreasing. Some of them are gradually increasing. We think that the amount of grammar teaching should be controlled at 1-2 or 3-4 per lesson. If we can teach grammar at the same time in the phonetics stage, we will greatly reduce the average number of grammar items in each lesson. Reduce the amount of teaching in each lesson and reduce the difficulty of teaching. The three sets of teaching materials are based on Grade A grammar items, and the number of them has not yet reached the standard of syllabus. The three sets of textbooks are very careful in the selection of Grade C grammar items. However, it is quite difficult for the students at the primary stage. It is better to consider using the C and D grammar items after studying the grammar items in the relevant categories of Grade A and B. As the grammar items collected in the outline are not enough detailed and complete, As a result, "other grammatical items" in some textbooks exceed the standard of "outline". Therefore, we think that the outline needs to be further adjusted, revised and perfected. As far as the arrangement of grammatical items is concerned, from the perspective of "pre-grammar" and "post-grammar", some textbooks arrange the expressions of related "attributives, adverbials" after "has". Some textbooks are arranged in front of "I". Some textbooks ignore comparative sentences, such as "Ba" and "be", and do not choose them into the textbook. There are still some deficiencies in the related arrangement of the three sets of textbooks. Some grammatical items are confused and reversed, which will affect the integrity of the whole teaching system and hinder the implementation of subsequent teaching plans. The compilation of grammar items in primary textbooks should strengthen the study of language contrast and acquisition bias, and follow step by step. The principles of practicability, dispersion and pertinence are selected to meet the needs of learners and play a targeted role.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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