《中文听说读写》与《新实用汉语课本》（初级）比较研究

发布时间：2018-06-26 09:30

本文选题：《中文听说读写》 + 《新实用汉语课本》　；参考：《陕西师范大学》2012年硕士论文

【摘要】：对外汉语教材质量直接关系到教学的质量和学生学习效果。因此,研究汉语教材的编写情况,总结教材编写的得失,对于提高教材编写质量,促进对外汉语教学具有十分重要的意义。本文分析了目前美国初级汉语教材的现状,指出教材存在语音、汉字、语法、文化和趣味性四个方面的问题,结合对《中文听说读写》和《新实用汉语课本》这两套目前美国大学使用率最高的初级汉语教材的考察研究,从编写理论、课文、生词、语法、练习、文化项目等几个方面对两部教材进行了比较分析,总结了两套教材的得失。同时,根据对学习者的需求调查与教师的访谈,总结了两套教材各自的优缺点,结合汉语教材中存在的问题,提出适应美国社会、教学环境的教材编写建议。论文分为以下四个部分：首先,在教材编排部分,对比分析了《中文听说读写》和《新实用汉语课本》的教材编写理论,发现两套教材都遵循了结构、功能、文化相结合的编写原则,但是具体结合的方式有所不同。《中文听说读写》贯彻的教学方法为交际法,因此无论是课文话题、词汇和语法项目的编排还是练习与文化内容的设计,都重点突出了交际能力的培养,重视功能性和实用性；《新实用汉语课本》则更强调语言结构的牢固掌握,在教学内容的编排上重视循环重现,突出了语言结构的系统性和科学性。在课文部分,本文从其编排形式、话题选择、课文容量以及趣味性四个方面进行了比较分析,对两套教材的相同点和不同点进行了比较研究,对各自的优缺点进行了论述。在生词编排部分,本文通过生词的编排形式和生词量两个方面,综合比较了两套教材的成就与不足,并且就汉语在外语环境下生词项目的编排提出了一些建议。在语法项目部分,本文通过语法项目的数量和语法点解释两方面的异同,对两套教材进行了考察比较,总结了它们各自的长处与不足。在练习部分,本文针对美国汉语教材未突出语音、汉字教学的问题,结合对两套教材的语音和汉字练习项目的比较分析,提出了具体解决办法。最后,基于四、五章的研究分析,总结了两套教材各自的优缺点,并提出了关于对美汉语教材编写的一些建议。总而言之,两部教材在编写方面呈现出不同的特点,各有其成功与不足之处,本文通过对两套教材编写各方面的比较研究,希望能为今后国内编写与研究对美汉语教材提供一定的借鉴,从而进一步推动对外汉语教材理论研究的深入和教学实践的发展。
[Abstract]:The quality of Chinese as a foreign language teaching material is directly related to the quality of teaching and learning effect of students. Therefore, it is of great significance to study the compilation of Chinese textbooks and summarize the gains and losses of compiling textbooks for improving the quality of compiling textbooks and promoting the teaching of Chinese as a foreign language. This paper analyzes the current situation of primary Chinese teaching materials in the United States, and points out that there are four problems in the textbooks: pronunciation, Chinese characters, grammar, culture and interest. Combined with the investigation and study of the two sets of primary Chinese textbooks, "Chinese listening, speaking, Reading and Writing" and "New practical Chinese textbook", which are currently the most used primary Chinese textbooks in American universities, from the writing theory, the text, the new words, the grammar, the practice, Cultural projects and other aspects of the two textbooks are compared and analyzed, summed up the gains and losses of the two sets of textbooks. At the same time, according to the survey of learners' needs and the interview with teachers, this paper summarizes the advantages and disadvantages of the two sets of textbooks, and puts forward some suggestions for the compilation of textbooks adapted to the American society and teaching environment. The thesis is divided into four parts as follows: firstly, in the part of textbook arrangement, the author compares and analyzes the compiling theories of Chinese listening, speaking, reading and writing and New practical Chinese textbook, and finds that the two sets of textbooks follow the structure and function. The writing principle of the combination of culture and culture is different. The teaching method of "Chinese listening, speaking, reading and writing" is communicative method, so whether it is the topic of text, the arrangement of lexical and grammatical items, or the design of practice and cultural content, Both emphasize the cultivation of communicative competence, and attach importance to function and practicability. The New practical Chinese textbook emphasizes the firm mastery of language structure, and emphasizes the recurrence of circulation in the arrangement of teaching contents. It highlights the systematicness and scientificalness of language structure. In the text part, this paper compares and analyzes the arrangement form, topic choice, text capacity and interest of the two sets of textbooks, and discusses the advantages and disadvantages of the two sets of textbooks. In the part of the arrangement of new words, this paper compares the achievements and shortcomings of the two sets of teaching materials comprehensively through the arrangement of new words and the quantity of new words, and puts forward some suggestions on the arrangement of new words items in the foreign language environment. In the part of grammatical items, this paper analyzes the similarities and differences between the two sets of textbooks by explaining the number of grammatical items and the grammatical points, and summarizes their respective strengths and weaknesses. In the part of practice, aiming at the problem that American Chinese teaching material does not highlight pronunciation and Chinese character teaching, combined with the comparative analysis of pronunciation and Chinese character training items of two sets of textbooks, this paper puts forward some concrete solutions. Finally, based on the analysis of four and five chapters, the author summarizes the advantages and disadvantages of the two sets of textbooks, and puts forward some suggestions on the compilation of American Chinese textbooks. In a word, the two textbooks have different characteristics in compiling, each has its own success and shortcomings. This paper makes a comparative study of the two sets of textbooks. It is hoped that it can be used for reference in compiling and studying American Chinese teaching materials in the future, so as to further promote the theoretical research and the development of teaching practice of teaching Chinese as a foreign language.
【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

【引证文献】