基于建构主义的对泰汉语名量词教学设计

发布时间：2018-06-04 15:11

本文选题：建构主义 + 汉语名量词　；参考：《广西大学》2012年硕士论文

【摘要】：汉语名量词在日常交际中往往起到必不可少的作用,大到报刊、杂志的编写,小到市井买卖时的讨价还价,名量词的使用随处可见。因汉语名量词本体的繁复和特殊,给泰国学生的学习带来不少困难。再加上,传统教学观重视教师讲授,忽视学生学习自主性的特点,使得对外汉语名量词的教学研究一直围绕在针对教师讲授内容和程度的问题上,而没能以学生学习主体性角度,开展对新型汉语名量词教学方式的研究。学习一种语言的最终目的是能很好的运用该种语言成功的进行交际,最佳的方式也是参与或模拟真实交际活动。虽然到目前为止,汉语名量词本体的研究成果丰硕,近些年有关对外汉语名量词教学的研究也逐渐涌现,但是针对泰国学生,这一近几年来迅速增加的学习者群体的汉语名量词教学研究却仍有极大的探索空间。因此本文以由中国国家汉办和泰国教育部基础教育委员会指导,由国际语言研究与发展中心,专门为泰国中小学编写的《体验汉语》中小学系列教材(初中版1-3册)为研究对象,在充分分析了汉泰语名量词本体特点、泰国学生汉语名量词偏误情况以及建构主义教学观的基础上,考察《体验汉语》初中版1-3册中名量词的选取和教学设置,并根据其存在的问题提出相应的改善建议,提出针对各个教学阶段汉语名量词的教学策略,最后主要针对《体验汉语》初中版1-3册中出现的16个名量词(-共16个量词,1个动量词)开展具体的教学设计研究,并将本文的教学设计与传统的教学设计进行对比。
[Abstract]:Chinese noun quantifier often plays an essential role in daily communication. It is widely used in newspapers and magazines. The use of famous quantifiers is everywhere. Because of the complexity and particularity of the noumenon noumenon in Chinese, it brings many difficulties to the study of Thailand students. In view of the characteristics of the students' autonomy, the teaching and research of the quantifier of the name of the foreign Chinese has been focused on the question of teaching content and degree to the teachers, and the study of the new Chinese noun quantifier teaching mode is not carried out by the students' learning subjectivity. The ultimate aim of learning a language is to make good use of the language. The best way to communicate is to participate in or simulate real communicative activities. Although the research achievements of the noumenon noumenon in Chinese are so fruitful so far, the research on the teaching of the quantifier for foreign Chinese is gradually emerging in recent years, but for the students of Thailand, the quantifier for the Chinese names of the learners in recent years has increased rapidly. There is still a lot of space for the study of teaching, so this paper, guided by the national Han Office of China and the basic education committee of the Ministry of education of Thailand and the center for international language research and development, specializes in the textbook of "experience Chinese > 1-3" for primary and secondary schools (junior middle school edition), which is written by Thailand primary and secondary schools. On the basis of the error of Chinese noun quantifier and the constructivist teaching view of the Chinese students of Thailand, the author investigates the selection and teaching setting of the noun quantifier in the 1-3 volumes of the experience Chinese > junior high school edition, and puts forward the corresponding improvement suggestions according to the existing problems, and puts forward the teaching strategy of the Chinese noun quantifier in every teaching order. Finally, it mainly aims at the teaching strategy of the Chinese name quantifier. The 16 noun quantifiers (16 quantifiers and 1 momentum words) in the 1-3 volumes of the Chinese and junior high school edition are studied in detail, and the teaching design of this article is compared with the traditional teaching design.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】