对外汉字教学中的民俗视角

发布时间：2018-05-13 01:03

本文选题：汉字 + 民俗　；参考：《陕西师范大学》2012年硕士论文

【摘要】：随着中国经济快速平稳的发展、国际政治地位的不断提高,越来越多的外国人来到中国学习汉语,国际汉语热持续升温。作为对外汉语教学的重要组成部分的汉字教学来说,在不断升温的汉语热中也面临着新的教学问题。汉字作为一种表意文字,它在创造、发展和演变的过程中受到了文化因素的影响,这种影响正是蕴藏在汉字中,反映着汉民族特有的风俗习惯、观念和心理。因此,汉字不仅是一种文字,同时是汉文化的特殊组成部分,具有承载和传播文化的功能,载负着大量的文化信息。文字是传统文化的载体,民俗是传承文化的一种沉积。作为表意文字的汉字,它和表音文字有着十分巨大的本质差别,所以,也给外国学习者学习汉语形成了一定的障碍。但是,如果对外汉语教师从民俗的视角进行对外汉字教学,不仅能培养学生学习汉字的兴趣,而且能使学生掌握了解我国民俗文化,提高学习汉语汉字的效率,更好地做到跨文化交际。本文的主体内容主要分为三个部分。第一部分,由讨论汉字与民俗的关系入手,解释民俗概念、阐述汉字的文化归属,并从先民对大自然的崇拜习俗、婚姻习俗、社会生产、农业生产生活这四个方面阐述了民俗文化对汉字的创造、发展产生的巨大影响,同时由汉字的构造和使用窥探到中华民族趋吉避害的民俗心理,由此三点充分论证汉字与民俗之间相互影响、相互作用的辩证关系。第二部分,分析了对外汉字的教学现状,提出对外汉字教学中的现实问题,即外国学习者汉字难学的困惑,并提倡在对外汉字教学中导入民俗文化,其积极作用在于：培养学习兴趣,提高学习者的识字质量和效率；感受汉字的独特魅力,激起学习者深刻的情感体验；加速汉语国际推广,推动中国文化传播等,从理论上证明民俗文化的渗透导入会对对外汉字教学起到推动作用。第三部分,解决问题,主要从对外汉语教师、课程设置和汉字教学实践这三方面提出了应用策略,即：民俗文化教学策略对教师的要求；开设“中国民俗文化”和“汉字文化”课程；利用汉字中蕴含的民俗现象进行汉字教学的相关策略,其中包括：面向初级学习者利用偏旁部首中的民俗现象进行启发教育,以及面向中、高级学生时,教师应主动挖掘延伸相关的民俗文化。
[Abstract]:With the rapid and steady development of Chinese economy and the continuous improvement of international political status, more and more foreigners come to China to learn Chinese, and the popularity of international Chinese continues to heat up. As an important part of teaching Chinese as a foreign language, Chinese character teaching is facing new problems in the heated Chinese language teaching. As a kind of ideographic characters, Chinese characters are influenced by cultural factors in the process of creation, development and evolution. This influence is contained in Chinese characters and reflects the unique customs, ideas and psychology of the Han nationality. Therefore, Chinese characters are not only a kind of characters, but also a special part of Chinese culture, with the function of carrying and spreading culture, carrying a large amount of cultural information. Writing is the carrier of traditional culture, folklore is a deposition of heritage culture. Chinese characters, as ideographic characters, are very different from phonetic characters in nature, so they also create some obstacles for foreign learners to learn Chinese. However, if teachers of Chinese as a foreign language teach Chinese characters as a foreign language from the perspective of folklore, they can not only cultivate students' interest in learning Chinese characters, but also enable students to master the folk culture of our country and improve the efficiency of learning Chinese characters. Better cross-cultural communication. The main content of this paper is divided into three parts. The first part, starting with the discussion of the relationship between Chinese characters and folklore, explains the concept of folklore, expounds the cultural ownership of Chinese characters, and begins with the custom of worship of nature, the custom of marriage, and the social production of Chinese characters. The four aspects of agricultural production and life expound the great influence of folk culture on the creation and development of Chinese characters, and at the same time, from the construction and use of Chinese characters, they probe into the folklore psychology of the Chinese nation seeking happiness and avoiding harm. The dialectical relationship between Chinese characters and folklore is fully demonstrated. The second part analyzes the present situation of the teaching of foreign Chinese characters, puts forward the practical problems in the teaching of foreign Chinese characters, that is, the puzzlement of foreign learners' learning of Chinese characters, and advocates the introduction of folk culture in the teaching of foreign Chinese characters. Its positive effects are: fostering learning interest, improving learners' literacy quality and efficiency, feeling the unique charm of Chinese characters, arousing learners' profound emotional experience, accelerating the international popularization of Chinese language, promoting the spread of Chinese culture, etc. Theoretically, it is proved that the penetration and introduction of folk culture will promote the teaching of Chinese characters in foreign countries. The third part, to solve the problem, mainly from the teachers of Chinese as a foreign language, curriculum and Chinese character teaching practice of the three aspects of the application strategy, namely: folk culture teaching strategy for teachers; Offering the courses of "Chinese folklore culture" and "Chinese character culture", making use of the folklore phenomenon in Chinese characters to carry on the relevant strategy of Chinese character teaching, including: for the primary learners to take advantage of the folk custom phenomenon in the side radical to carry on the enlightening education, And for middle and senior students, teachers should actively explore the extension of the relevant folk culture.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】