中西思维差异对汉语课堂提问的影响

发布时间：2018-06-02 03:03

本文选题：思维差异 + 课堂提问　；参考：《陕西师范大学》2012年硕士论文

【摘要】：本文分析了中西方的思维差异,进而运用语言学、偏误分析、跨文化交际等理论,分析这种差异对对外汉语课堂提问产生的影响。偏误分析理论是第二语言教学的重要理论,它是对对比分析理论的继承和发展。与对比分析相比较,偏误分析又有自己独特的优势,本文利用该理论分析了中西方思维差异对对外汉语课堂提问的影响；但是偏误分析也存在自身的缺点,比如：如果只分析偏误,容易忽视对正确习得的分析,导致研究的片面性,所以本文为了减少分析结论的片面性与误差,不仅分析了偏误,还对正确习得进行了简要研究。本文的研究过程如下：首先,通过问卷、访谈、课堂录音等方式收集中国学生语料与西方留学生语料,其中收回中国学生有效问卷50份,西方留学生有效问卷48份,对外汉语课堂实录23课时,访谈若干；其次,对问卷、访谈语料做定量、定性的分析,对于课堂录音资料,利用偏误分析理论、跨文化交际理论等进行偏误分析、正确习得分析,据此得出中西方思维差异对对外汉语课堂提问的影响,进而上升到对整个对外汉语教学的影响；然后,根据分析结论,本文对对外汉语教师、教材、学生提出了自己的一些建议,以对汉语作为第二语言教学尽自己的绵薄之力。本文主要分析了以下中西方思维差异对对外汉语课堂提问的影响：一是中国人按照关系分类的倾向,与西方人按照认知科学的范畴分类的倾向,这两者的差异对对外汉语课堂提问的影响；二是中西方整体性与个体性思维差异,以及由此引申的思维差异对对外汉语课堂提问的影响；三是二元统一与二元对立的思维差异对对外汉语课堂提问的影响；四是伦理型思维方式与认知型思维方式的差异对对外汉语课堂提问的影响。这些影响主要表现在以下几个方面：一是对发问内容的影响：二是对发问方式的影响；三是对问题理解的影响：四是对问题回答的影响。由于对语料的分析会存在误差,再则,中西方思维差异属于社会心理学范围,虽然笔者阅读了大量相关书籍,但毕竟不是科班出身,这些都会对本文的研究产生影响,使本文所得的结论有一定误差,请各位老师同学雅正。
[Abstract]:This paper analyzes the differences in thinking between China and the West, and then uses the theories of linguistics, error analysis and cross-cultural communication to analyze the influence of these differences on the questioning of TCSL. The theory of bias analysis is an important theory in second language teaching, which inherits and develops the theory of contrastive analysis. Compared with the comparative analysis, error analysis has its own unique advantages. This paper uses this theory to analyze the influence of the difference of thinking between China and the West on the questioning in TCFL classroom, but the error analysis also has its own shortcomings. For example, if we only analyze errors, it is easy to ignore the analysis of correct acquisition, which leads to the one-sidedness of the research. In order to reduce the one-sidedness and error of the analysis conclusion, this paper not only analyzes the errors, but also makes a brief study on the correct acquisition. The research process of this paper is as follows: firstly, the Chinese students' corpus and the western students' corpus are collected by questionnaire, interview, classroom recording and so on. Among them, 50 valid questionnaires of Chinese students and 48 valid questionnaires of western students are collected. Secondly, the questionnaire and interview corpus are analyzed quantitatively and qualitatively. For classroom recording materials, error analysis theory and cross-cultural communication theory are used to analyze the errors. According to the analysis of correct acquisition, the author draws the conclusion that the difference of thinking between China and the West affects the questioning of TCFL, and then rises to the influence of TCFL as a whole. Then, according to the conclusion of the analysis, this paper gives a conclusion to the TCFL teachers, textbooks, The students put forward some suggestions to do their best in the teaching of Chinese as a second language. This paper mainly analyzes the influence of Chinese and Western thinking differences on questioning in TCFL classroom. First, the tendency of Chinese to classify according to relationship and the tendency of westerners to classify according to the category of cognitive science. The influence of the two differences on the questioning of TCSL, the difference between Chinese and Western holistic thinking and individual thinking, and the influence of the resulting differences on TCSL classroom questioning; The third is the influence of the thinking difference between the binary unity and the binary opposites on the questioning in TCFL, and the fourth is the influence of the difference between ethical thinking mode and cognitive thinking mode on the TCFL classroom questioning. These effects are mainly reflected in the following aspects: first, the impact on the content of the question; second, the impact on the way of questioning; third, the impact on the understanding of the question; and (4) the influence on the answer to the question. Since there will be errors in the analysis of the corpus, the differences in thinking between China and the West belong to the scope of social psychology. Although the author has read a lot of relevant books, after all, he is not a professional student, all of which will have an impact on the research of this paper. So that there is a certain error in the conclusion of this paper, please teachers and students Ya Zheng.
【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】