基于“部件核心织网法”的非汉字文化圈零起点学生趣味性汉字教学初探

发布时间：2018-06-02 05:33

本文选题：非汉字文化圈 + 拼音文字　；参考：《山东大学》2012年硕士论文

【摘要】：对于外国留学生来说,除了汉语听力、口语、写作等,汉字也始终是他们学习的一大难点。因此如何帮助他们有效地排除这一学习障碍,成为我们教学者必须关注的问题和重要教学任务之一。在对外汉字教学中,一般常见的汉字教学法有：笔画笔顺操练法；六书部首解析法；形象联想记忆术；以及基于以上方法的汉字游戏。通过多年的教学实践证明,这些教学法的确都具有可行性和一定的教学效果,但同时在运用时也有一定的局限性。随着“部件核心”理论的提出,部分教学者逐渐发现“部件核心”教学似乎更优于以往的汉字教学方法。其中,储诚志的“部件核心织网法”让“部件核心”理论体现在了实际汉字教学当中。非汉字文化圈的零起点留学生是一群特殊的群体,无论在中国学习的专业是什么,汉语作为他们在中国学习和生活的重要语言工具,已成为必须认真对待并且要花费很多时间去学习的必修科目。又因为这类学生相对于日韩学生来说,他们的母语与汉语迥然不同,在汉字学习中,必须从头认识汉字的特殊结构和组成部分,这就给他们学习汉语,尤其是汉字,设置了一个很大的障碍。教学当中,如果我们的教学者不能制定一个有效、有趣的教学方法,反而会增加这类学生对于汉字学习的排斥和抵触心理。所以在有限的学习时间内,针对这类学生,选择一个正确、恰当的汉字教学方法,并加以趣味性化,在学习中激发学生学习汉字的积极性和学习热情,会得到事半功倍的教学效果。在长期对外汉字教学中,我们的教学者已经通过探索和实践,总结出了很多趣味性的汉字教学方法,例如：看图识字、猜字谜、故事识字等,但多是基于“笔画笔顺操练法”或者“六书部首分析法”等。适合于“部件核心”教学理论的趣味性教学法的相关探索和实践却甚少。本文将借鉴储诚志的“部件核心织网法”,结合趣味性教学理论,针对非汉字文化圈的零起点留学生,进行趣味性汉字教学的教学设想和设计。储诚志的“部件核心织网法”虽有相关的研究和教学实践,但未把教学阶段细分化。在本文中,因教学对象的特殊性,将把面向非汉字文化圈零起点留学生的初级汉字教学过程细分为初期、中期以及末期,针对不同的汉字学习和教学阶段,进行趣味性的汉字教学研究和初步设想,进而进行教案设计。
[Abstract]:For foreign students, besides listening, speaking and writing, Chinese characters are always a difficulty in their study. Therefore, how to help them to effectively eliminate this learning barrier has become one of the important teaching tasks and problems we teachers must pay attention to. In the teaching of external Chinese characters, the common teaching methods of Chinese characters are as follows: the method of stroke order practice, the method of interpretation of six books' radical, the technique of image associative memory, and the Chinese character game based on the above methods. Through many years of teaching practice, it is proved that these teaching methods are feasible and have certain teaching effect, but at the same time, there are some limitations in their application. With the development of the theory of "component core", some teachers gradually find that the teaching of "component core" seems to be better than the traditional Chinese character teaching method. Among them, "component core weaving method" made the "component core" theory embodied in practical Chinese character teaching. Students from zero starting point in the non-Chinese cultural circle are a special group. No matter what their major is in China, Chinese is an important language tool for their study and life in China. It has become a compulsory subject that must be taken seriously and that takes a lot of time to learn. And because such students are very different from Japanese and Korean students in their mother tongue and Chinese, they must learn the special structure and components of Chinese characters from the beginning, which gives them the ability to learn Chinese, especially Chinese characters. A big obstacle has been set up. In teaching, if our teachers can not formulate an effective and interesting teaching method, it will increase the students' rejection and resistance to the learning of Chinese characters. So in the limited study time, for this kind of students, we should choose a correct and appropriate teaching method of Chinese characters, and make it interesting to stimulate the enthusiasm and enthusiasm of students in learning Chinese characters. Will get twice the teaching results with half the effort. In the long-term teaching of Chinese characters to foreign countries, our teachers have summed up many interesting teaching methods of Chinese characters through exploration and practice, such as reading pictures, guessing puzzles, reading stories, and so on. But it is mostly based on the stroke straightening method or the six-book radical analysis method and so on. However, the relevant exploration and practice of interesting teaching method suitable for the teaching theory of "component core" are few. This article will draw lessons from Chu Chengzhi's "component core weaving method", combine the interesting teaching theory, aiming at the non-Chinese character culture circle's zero starting point foreign student, carry on the interesting Chinese character teaching idea and the design. Although there are related research and teaching practice in "component core weaving method", it does not divide the teaching stage into details. In this paper, because of the particularity of the teaching object, the primary Chinese character teaching process for the students with zero starting point in the non-Chinese character cultural circle will be subdivided into the initial, middle and final stages, aiming at the different learning and teaching stages of Chinese characters. Carry on the interesting Chinese character teaching research and preliminary assumption, then carry on the teaching plan design.
【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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