谈韩国高中教材“把”字句的编排问题

发布时间：2018-04-09 02:18

本文选题：“把”字句　切入点：编排　出处：《辽宁大学》2012年硕士论文

【摘要】：‘把”字句教学始终是对外汉语教学体系中一个重点和难点,由于其自身的特殊性使“把”字句很难和其他语言之间建立起较为明晰的对比关系,这使得语言对比分析研究理论很难在“把”字句本体分析和教学策略开发方面发挥作用。目前,国内外对“把”字句进行国别性区分的研究不多,对“把”字句进行分级的论著数量也比较少。 “把”字句无论从语言学或是心理学角度来看都具有相当的难度,而在教学双方关系中,对于“把”字句项目,过多强调“学”的方法,似乎并不能从根本上解决问题。而如果能使教学更加系统化、科学化、由简入难,分层分级别的教学和训练,似乎更能有效解决“把”字句教学的问题。韩国现行的汉语教材对于“把”字句的描述和教学比较模糊,也没有明确的分级排序,只是单纯地依靠例句的罗列进行陈述。由于韩语是主题、主语并重的语言,汉语是主题突出的语言,同时在句法结构上,韩语的“主语—宾语—动词”结构又很容易与“把”字句结构混淆,这使韩国学生在学习“把”字句的时候反而更容易发生偏误和回避。因此,加强韩国韩语教材中“把”字句的分级排序教学、建立更加科学的分级模式,对于韩国汉语教学具有十分重要的意义,同时也有利于对外汉语国别性教材分级模式的丰富和发展。目前,国内对汉语语法体系的分级排序大多缺少对第二语言学习者习得情况的考量分析,语法分级大多是从本体研究出发,这使大纲在难度和学习顺序上产生了不一致的地方,大大降低了其应有的规范性和指导作用。而本文将参照的分级排序依据是根据肖奚强基于学生学习状况调查下的“把”字句分级排序研究,并将分级方法与韩国目前的“把”字句分级教学做一比对。文章将着重就“把”字句在教材中的呈现顺序,难易分级等问题进行深入探讨,以学生和教师联系最紧密的教材作为“把”字句教学的突破点,力求总结出一套更加符合韩国高中“把”字句学习规律、适应韩国高中“把”字句教学的理论和方法。
[Abstract]:"Ba" sentence teaching has always been an important and difficult point in the teaching system of Chinese as a foreign language. Due to its own particularity, it is difficult to establish a relatively clear comparative relationship between the "Ba" sentence and other languages.This makes it difficult for the theory of contrastive analysis to play a role in the Noumenon Analysis of Ba sentences and the development of teaching strategies.At present, there are few researches on "Ba" sentences in different countries, and fewer works on classification of "Ba" sentences at home and abroad."Ba" is difficult from both linguistic and psychological point of view. However, in the relationship between the two sides of teaching, it seems that too much emphasis on "learning" can not solve the problem fundamentally.If we can make the teaching more systematic, scientific, simple to difficult, and hierarchical teaching and training, it seems to be more effective to solve the problem of "Ba" sentence teaching.The current Chinese teaching materials in Korea are vague in describing and teaching "Ba" sentences and do not have a clear ranking, but simply rely on the list of example sentences for statements.As Korean is the language with both subject and subject, Chinese is the language with prominent theme. At the same time, in syntactic structure, the structure of "subject-object-verb" in Korean is easily confused with the structure of "Ba".This makes Korean students more prone to errors and avoidance when learning the word "Ba".Therefore, it is of great significance for Korean Chinese teaching to strengthen the teaching of "Ba" words and sentences in Korean textbooks and to establish a more scientific classification model.At the same time, it is also conducive to the enrichment and development of the classification model of Chinese as a foreign language.At present, most of the hierarchical ranking of Chinese grammar system lacks the consideration and analysis of the acquisition of second language learners, and the grammatical classification mostly starts from the ontological study, which makes the syllabus inconsistent in difficulty and learning order.Greatly reduced its due normative and guiding role.In this paper, according to Xiao Xi Qiang's research on "Ba" sentence ranking based on the investigation of students' learning condition, this paper compares the classification method with the current "Ba" sentence grading teaching in South Korea.This article will focus on the presentation order of "Ba" words in the teaching materials and the difficult and easy grading problems, taking the most closely related teaching materials between students and teachers as the breakthrough point in the teaching of "Ba" words and sentences.This paper tries to sum up a set of theories and methods which accord with the learning rules of "Ba" in Korean Senior High School and adapt to the teaching of "Ba" in Korean Senior High School.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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