“字本位”理念指导下的对泰汉语词汇教学设计

发布时间：2018-04-23 04:31

本文选题：“字本位” + 泰国　；参考：《山东大学》2012年硕士论文

【摘要】：随着世界“汉语热”逐步兴起,泰国的皇室、政府和人民对汉语教学高度重视,中泰两国高校和教育相关部门,顺应时代的发展需求,积极建立合作关系,极大地推动了泰国汉语教学事业的发展。学习汉语的学生人数由5万增加到50余万。面对如此庞大而复杂的学习群体,如何选择合适的汉语教材、运用科学的教法、作出合理的教学设计都是汉语教学工作者关注的重要环节。目前专门针对泰国不同阶段和程度的汉语学习者所推荐使用的汉语教材主要有《快乐汉语》、《汉语乐园》、《体验汉语》、《新实用汉语》、《泰国人学汉语》和《汉语教程》等。无论是何种版本的教材,都有其编排的对象、分类和体例。因此,针对不同教材、不同课型作出具体的教学设计,是十分必要的。近年来,在词汇教学领域兴起了三大流派,即“词本位”教学流派、“字本位”教学流派和“语素本位”教学流派。其中,“字本位”理论一经提出,就因其倡导的理论更加符合汉语本身的特点而受到了学界的广泛关注。本文的研究目的在于将“字本位”理念运用到对泰汉语词汇教学的实践中,对《汉语教程》(第三册下)这本教材的词汇作出“字本位”理念指导下的教学设计,并通过实际教学案例示范该设计的使用过程,希望能为日后的教材使用者打开教学思路,寻求词汇教学的有效途径。本文主要包含五个章节的内容。第一章为绪论,概括了本文的选题背景、意义,本论文的研究内容和方法以及对“字本位”理论的研究综述。第二章是教学设计的前期论证。首先分析了教学对象的来源、特点并通过词汇测试量表的设计,测试出教学对象的词汇量水平。然后从泰国农业大学汉语课程设置和基本教学模式出发,分析了在泰国使用“字本位”教学的适用度。最后,对所选教材的来源和特点进行了分析。第三章教学设计是本文的主体部分,以《汉语教程》(第三册下)为例,详尽展示了“字本位”理念指导下的词汇教学设计的全过程。包括如何建立教材词库与字库、如何根据字频统计确定核心字以及如何确定核心字的扩展词范围。第二部分对实施该设计的原则和方法进行了说明,第三部分则以《第十六课“话说慢点儿”》为案例,演示了该设计实施的具体步骤。第四章为评估设计与实施建议。为评估该设计的实施效果提供了四种测评办法,即卫星放射法、单字扩展法、近义词辨析以及阅读中的猜词测试。然后对在泰国汉语词汇教学中运用“字本位”理念提出了四点实施建议,即要选择合适的设计实施对象、注意设计过程的客观性、实施方式的灵活性以及如何将“字本位”理念扩展到课堂之外。第五章作为本文的小结部分,总结了本论文的研究重点、研究过程和结论,分析了论文中存在的不足之处,并提出了可供进一步研究的问题。
[Abstract]:With the gradual rise of the "Chinese fever" in the world, the royal family, the government and the people of Thailand attach great importance to the teaching of Chinese, and the universities and educational departments of China and Thailand, in keeping with the development needs of the times, are actively establishing cooperative relations. It has greatly promoted the development of Chinese teaching in Thailand. The number of students studying Chinese has increased from 50,000 to more than 500,000. In the face of such a large and complex learning group, how to choose suitable Chinese teaching materials, how to use scientific teaching methods, and how to make reasonable teaching design are important links that Chinese teachers pay attention to. At present, the Chinese textbooks recommended for Chinese learners at different stages and levels in Thailand mainly include Happy Chinese, Chinese Paradise, experience Chinese, New practical Chinese, Thai Learning Chinese, and Chinese tutorials, and so on. The main teaching materials are "Happy Chinese", "Chinese Paradise", "experience Chinese", "New practical Chinese", "Thai Learning Chinese" and "Chinese course". No matter what version of the textbook, there are its arrangement of objects, classification and style. Therefore, it is very necessary to make specific teaching design for different teaching materials and different classes. In recent years, three major schools have emerged in the field of vocabulary teaching, namely, the "word based" teaching school, the "word-based" teaching school and the "morphem-based" teaching school. Once the "word-based" theory was put forward, it was widely concerned by the academic circles because the theory it advocated was more in line with the characteristics of Chinese itself. The purpose of this paper is to apply the concept of "word standard" to the practice of vocabulary teaching in Thai Chinese, and to design the vocabulary of this textbook under the guidance of the concept of "word standard". The practical teaching cases are used to demonstrate the process of using the design. It is hoped that it can open up teaching ideas for future textbook users and seek effective ways of vocabulary teaching. This paper mainly includes five chapters. The first chapter is the introduction, which summarizes the background, significance, research contents and methods of this paper and the research of "word-based" theory. The second chapter is the early proof of teaching design. Firstly, the source and characteristics of the teaching object are analyzed, and the vocabulary level of the teaching object is tested through the design of the vocabulary test scale. Then, this paper analyzes the applicability of Chinese teaching in Thailand from the perspective of Chinese curriculum and basic teaching model of Agricultural University of Thailand. Finally, the source and characteristics of the selected textbooks are analyzed. The third chapter is the main part of this paper. Taking the Chinese course (under the third volume) as an example, the whole process of vocabulary teaching design guided by the concept of "word standard" is demonstrated in detail. It includes how to set up the thesaurus and vocabulary of teaching materials, how to determine the core word according to the word frequency statistics and how to determine the extended word range of the core word. In the second part, the principles and methods of implementing the design are explained. In the third part, the concrete steps of implementing the design are demonstrated with the example of "speak slowly" in lesson 16. The fourth chapter is the evaluation design and implementation recommendations. In order to evaluate the effect of the design, four evaluation methods are provided, which are satellite radiation method, word expansion method, synonym discrimination and word guessing test in reading. Then the author puts forward four suggestions for the application of the "word-based" concept in Chinese vocabulary teaching in Thailand, that is, to select the right design implementation object and to pay attention to the objectivity of the design process. Flexibility of implementation and how to extend the word-based concept beyond the classroom. The fifth chapter is the summary of this paper, summarizes the research focus, research process and conclusions, analyzes the shortcomings of the paper, and puts forward some problems for further study.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3

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