泰国“汉语能力标准”研究

发布时间：2018-06-05 23:28

本文选题：泰国 + 汉语　；参考：《中央民族大学》2012年博士论文

【摘要】：本研究以泰国大中小汉语学习者的汉语能力、相关语言能力标准和汉语教学大纲以及泰国汉语能力标准为研究对象,通过运用全球视野比较法、宏观综合分析法、文献分析法以及问卷访谈调查法对泰国汉语教学实际情况进行了深入考察、对相关语言能力标准和汉语教学大纲进行学习分析,进而对泰国汉语能力标准进行了探讨。虽然泰国教育部制定了《2008年汉语教学大纲》作为汉语教学的指导依据,但是该大纲是根据《2008年外语教学大纲》的框架和内容制定而成的,因此对汉语教学还缺乏针对性。本选题站在国家顶层设计的角度对泰国汉语能力标准进行探讨,这不仅对泰国汉语能力标准和国别化语言教学能力标准的制定具有一定的理论指导作用,而且在泰国汉语人才的培养工作中具有较强的应用价值。本研究首先了解泰国汉语教学实际情况存在影响学习者汉语能力的问题。发现有以下比较显著的问题：第一是各学校各自为政,课程安排、培养方案和目标的不同导致学生的汉语能力参差不齐。第二是教学资源浪费严重,在12-16年的培养中,因为存在“四个零起点”现象,使大部分学习者处于“哑巴汉语”状态。第三是教材多种多样,所选用的教材只符合学校规定的汉语能力和培养方案。这都是因为受到没有汉语能力标准为指导依据的制约,因此应该把“泰国汉语能力标准”作为泰国汉语教学中最重要的标准来研究制定。在上述研究的基础上,本研究对七个相关语言能力标准和汉语教学大纲进行了分析。通过对语言教学和汉语教学有显著影响的泰国国内外相关标准和教学大纲进行比较。我们对语言能力标准的基本框架和主要内容有了一个全面清晰的认识,分析了制定能力标准的各种原则和理论假设,并以最初级和最高级为例,比较了各能力标准的主要内容,从中吸收各标准和教学大纲的共同优点,为进一步拟定完整的“泰国汉语能力标准”做好准备。最后明确本研究对“泰国汉语能力标准”框架结构及能力目标范围的确定,并拟定了“泰国汉语能力标准”。本研究认为,制定“泰国汉语能力标准”应该以培养语言交际能力为核心理念,内容涵盖语言能力、社会语言能力和语用能力三个方面,囊括输入、输出、互动和中介四种语言活动类型,并涉及公共领域、个人领域、教育领域及职场领域语言活动四个领域。初级和最高能力标准应略低于其他语言能力标准,并且应细化入门阶段的能力指标。这样做有利于激发泰国汉语学习者对学习的兴趣,有利于泰国汉语教学的健康发展。本标准的内容包括学习者汉语能力等级表、学习者语言能力总表、学习者语言知识能力表、学习者语言技能能力表、话题内容建议表、文化内容建议表。其特点在于①词汇贴近学习者的生活情况,使学习者对汉语产生兴趣；②繁简字并用于教学,提升汉语的使用能力；③了解汉泰语语法的异同,在比较中增进对汉语语法的掌握；④掌握汉语相关话题,在理解的基础上更好地使用汉语进行交际；⑤分级科学、系统,便于使用以及检查各阶段学习者的汉语能力。本研究在拟定“泰国汉语能力标准”之后,还进一步探讨关于该标准对泰国汉语教学及评价的应用价值。该标准对泰国汉语教学及评价有很好的指导意义,教师可以该标准所规定的能力目标安排教学,设计课堂测试、学期测试及高考汉语测试,以便检测出学习者的汉语水平。本研究还提出针对泰国汉语教学各阶段可相应采用的教学方法,供汉语教师参考。本标准提倡“学会学习”,学习者必须发挥自主性持续地进行汉语学习,这样学习者才会逐渐认识到个人学习方法的重要性；重视教师向他们提供的学习内容；注意发现最合适自己的东西。此外,本研究还设计了学习者评价表和教师评价表,以期及时反映出存在问题,以便准备相应的解决方案。在上述研究的基础上,本研究对影响泰国汉语教学发展的因素进行了分析,最后提炼出“能力标准优先论”,用于解释泰国汉语教学以及国别化语言教学发展的最佳解决方案。本研究指出,要发展语言教学,提高学习者的语言能力,首先需要制定语言能力标准作为教学的指导依据。此外,还提出“三法六则”的制定手段,用于制定泰国汉语能力标准和国别化语言能力标准。其对泰国和国别化语言教学有—定的理论指导意义。
[Abstract]:This study is based on the Chinese language competence of Thailand large and medium Chinese learners, the standard of related language competence, the syllabus of Chinese language and the standard of Chinese language ability in Thailand. Through the use of the global perspective comparison method, the macro comprehensive analysis method, the literature analysis method and the questionnaire interview survey method, the actual situation of Chinese teaching in Thailand is deeply examined. The standard of language competence and the Chinese language syllabus were studied and analyzed, and the standard of Chinese language ability in Thailand was discussed. Although the Ministry of education of Thailand formulated the Chinese Syllabus for <2008 as the guiding basis for Chinese teaching, the outline was made according to the framework and content of the foreign language syllabus for the year <2008. This is not pertinent to the Chinese language teaching. This topic is to discuss the standard of Chinese ability in Thailand, which not only has a certain theoretical guiding role in the formulation of the standard for the ability of Thailand Chinese language ability and the national language teaching ability, but also is strong in the training of Chinese talents in Thailand. Use value.
This study first understands the problems that affect the Chinese ability in the actual situation of Chinese teaching in Thailand. It is found that there are some obvious problems in the following aspects: first, the students' Chinese ability is uneven. Second, the waste of teaching resources is serious, and the cultivation of the teaching resources is serious, in 12-16 years. Because of the existence of "four zero starting points", most of the learners are in a "dumb Chinese" state. Third is a variety of textbooks, and the selected materials only conform to the Chinese ability and training program prescribed by the school. All this is because it is restricted by the lack of standard of Chinese ability. Therefore, "Thailand Chinese" should be "Chinese" Competency standard is the most important criterion in the teaching of Chinese in Thailand.
On the basis of the above study, this study analyses seven related language proficiency standards and Chinese syllabus. By comparing the relevant standards and syllabuses of Thailand and abroad, which have significant influence on language teaching and Chinese teaching, we have a comprehensive and clear definition of the basic framework and main contents of the standard of language ability. This paper analyzes the principles and theoretical assumptions of the standard of formulating ability, and compares the main contents of each standard in the case of the most primary and the most advanced, from which the common advantages of the standards and syllabus are absorbed to prepare a complete "Thailand Chinese proficiency standard". Finally, this study is made clear to "Thailand". The framework of Chinese proficiency standards and the determination of the target area of competence were formulated, and the "Thailand Chinese proficiency standard" was formulated.
This study believes that the formulation of "Thailand Chinese proficiency standard" should take the training of language communicative competence as the core concept, covering language ability, social language ability and pragmatic competence in three aspects, including input, output, interaction and intermediary four language activities, and involve public domain, individual field, education field and workplace language. The four fields of speech activity. The standard of primary and maximum ability should be slightly lower than the other language proficiency standards, and the ability index of the entry stage should be refined. This will help stimulate Thailand Chinese learners' interest in learning and help the healthy development of Chinese teaching in Thailand.
The contents of this standard include the learner's Chinese proficiency scale, the learner's language ability table, the learner's language knowledge ability table, the learner's language skill ability table, the topic content suggestion table, and the cultural content suggestion table. Its characteristics lie in the vocabulary close to the learner's life situation, making the learners interested in the Chinese language; 2. To improve the use of Chinese language in teaching; to understand the similarities and differences between Chinese and Thai grammar, to improve the mastery of Chinese grammar in comparison; (4) to master Chinese related topics and to communicate better in Chinese on the basis of understanding; (5) grading science, system, easy use and examination of the Chinese ability of the learners at all stages.
After drawing up the "Thailand Chinese proficiency standard", this study further explores the application value of the standard on the teaching and evaluation of Chinese language in Thailand. The standard has a good guiding significance for the teaching and evaluation of Chinese language in Thailand. Teachers can arrange teaching, design classroom tests, term tests and college entrance examinations in the teaching of the ability targets set by the standard. In order to detect the Chinese level of the learners, this study also puts forward the corresponding teaching methods for the Chinese language teaching in Thailand, which is for the reference of Chinese teachers. This standard advocates "learning to learn", and the learners must play the role of autonomy and continue to learn Chinese so that the learners will gradually realize the individual learners. The importance of the law; attaching importance to the learning content that the teacher provides to them; paying attention to finding the most suitable for themselves. In addition, the study also designed the learner evaluation table and the teacher evaluation form, in order to reflect the existing problems in time so as to prepare the corresponding solutions.
On the basis of the above research, this study analyzes the factors that affect the development of Chinese teaching in Thailand. Finally, it extracts "the priority of ability standard", which is used to explain the best solution to the development of Chinese teaching in Thailand and the language teaching of the country. The study points out that language teaching should be developed to improve the language ability of the learners, first of all, It is necessary to formulate the standard of language ability as the guiding basis for teaching. In addition, it also puts forward the means of formulating "three laws and six rules", which is used to formulate the standard of Thailand Chinese ability and the standard of national language ability. It has the guiding significance to the teaching of language teaching in Thailand and the country.
【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195

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