“初级阶段汉字部件频率例表”的生成及使用法探索

发布时间：2018-05-19 14:32

本文选题：初级阶段 + 汉字部件频率　；参考：《重庆师范大学》2012年硕士论文

【摘要】：本文以对外汉语教材中四本初级阶段常用教材为语料来源，以四本教材当中出现的汉字作为研究对象，从学习者认知心理特点的角度及认知学相关理论的角度对汉字进行部件拆分，最后得出“初级阶段汉字部件频率例表”并对这个表的使用法进行初步探索。首先对四本教材当中的汉字进行统计整理，找出它们分别在《汉语水平词汇与汉字等级大纲》和《汉语国际教育用音节汉字词汇等级划分》中的等级划分，并统计每个汉字在四本教材中的出现频率，然后得出了“初级阶段汉字频率例表”并对其进行分析说明。其次在“初级阶段汉字频率例表”的基础上，以认知学中整体与部分的关系为理论支撑，以整体与部分关系之间的守恒关系—加和性、非加和性和整体结合力的大小为参照标准，对所有汉字进行部件拆分，通过语音表征、语义表征及符号表征来寻找部件和整字之间的关系，得出“初级阶段汉字拆分例表”，并对其数据进行量和质的统计分析。最后在“初级阶段汉字部件拆分例表”的基础上，将出现频率为3、4的定义为高频汉字，出现频率为1、2的定义为低频汉字，从高频和低频两个层次，分别对语音表征、语义表征和符号表征进行整理、合并，不仅统计出每个部件的出现频率，还对其成字不成字进行考察，得出了“初级阶段汉字部件频率例表”，通过此表可以清楚地看到对外汉字教学当中语音部件、语义部件和符号部件的数量及其所占比例，同时也可以知道哪些部件充当语音部件、哪些充当语义部件、哪些是符号部件，哪些部件既可以充当语音部件又可以充当语义部件还可以充当符号部件，以及它们分别出现的频率。本文还对“初级阶段汉字部件频率例表”的使用方法进行初步探索，从初级阶段留学生认知理论的特点，，结合认知理论的相关结论总结出应该遵循的一些基本原则，以及教学过程中的具体使用方法。 “初级阶段汉字部件频率例表”的生成，不仅克服了先前关于部件统计结果的众说不一的不足，而且有针对性地统计出部件的频率，从一个全新的视角来对部件教学法进行探索，因此具有一定的使用价值，对汉字教学具有比较深远的影响和参考意义。
[Abstract]:This paper takes the four textbooks commonly used in the primary stage as the source of the corpus, and takes the Chinese characters in the four textbooks as the research object. From the point of view of learners' cognitive psychological characteristics and cognitive theory, the Chinese characters are divided into parts. Finally, the "Chinese character component frequency table in the primary stage" is obtained and the method of using this table is explored preliminarily. First of all, the Chinese characters in the four textbooks are statistically sorted out to find out their classification in the outline of Chinese level Vocabulary and Chinese character Grade, and in the Classification of syllabic Chinese Vocabulary for Chinese International Education. The frequency of each Chinese character in the four textbooks is counted, and then an example table of the Chinese character frequency in the primary stage is obtained and analyzed. Secondly, on the basis of "the examples of Chinese character Frequency in the Primary stage", the relationship between the whole and the part in cognitive science is taken as the theoretical support, and the conservation relationship between the whole and the part is taken as the summation. The non-additive property and the size of the whole binding force are used as the reference standards, all Chinese characters are separated by parts. The relationship between the components and the whole character is found by phonetic representation, semantic representation and symbolic representation, and the "example table of Chinese character splitting in the primary stage" is obtained. And carry on the quantity and the qualitative statistical analysis to its data. Finally, on the basis of the "Chinese character component splitting example Table in the Primary stage", the paper defines the occurrence frequency as high frequency Chinese character, and the occurrence frequency as low frequency Chinese character. From the two levels of high frequency and low frequency, the speech is represented, respectively. Semantic representation and symbolic representation are arranged, combined, not only to calculate the frequency of each component, but also to investigate the character failure, and to obtain the "Chinese character component frequency table at the primary stage". Through this table, we can clearly see the number and proportion of phonetic components, semantic components and symbolic components in the teaching of foreign Chinese characters, and at the same time, we can also know which parts act as phonetic components and which serve as semantic components. Which are symbolic components, which can act as both voice and semantic components, as well as symbolic components, and the frequency at which they appear separately. This paper also makes a preliminary exploration on the use of the "Chinese character component Frequency Table in the Primary stage", and summarizes some basic principles to be followed from the characteristics of the cognitive theory of foreign students in the primary stage, combined with the relevant conclusions of the cognitive theory. And the specific use of the teaching process. The generation of "Frequency examples of Chinese character components in the Primary stage" not only overcomes the shortcomings of previous opinions on the statistical results of components, but also calculates the frequency of components in a targeted manner. From a new perspective to explore the teaching method of components, so it has a certain value of use, and has a profound impact on the teaching of Chinese characters and reference significance.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】