在汉语教学中中国印尼文化冲突克服策略

发布时间：2018-07-29 18:49

【摘要】：在跨国文化交际中体现出文化冲突的含义，而印尼则是一个千岛国家，有着不同的民族和宗教信仰，在国情与习俗等方面与中国都存在着差异，所以在汉语教学中，不同文化的交际常常阻碍着对中国汉语的学习，所以本文通过汉语教学中，中国印尼文化冲突克服策略，试图从中找到一样针对学习中国语言更好的途径和方法。本文主要从印度尼西亚文化的特殊现象入手，通过汉语教学，使教师能够理解和掌握汉语教学法与跨文化交际的联系、目的、任务、教学偏误、教学实践、教学方法等其他因素，进行了全面论述，从不同角度对汉语教学与文化冲突的问题，做出深刻的思考。通过掌握印度尼西亚的文化情况，运用汉语教学跨文化交际，从中使得教师在课堂教学中针对问题本身，选择行之有效的教学法，从而解决在教学过程中遇到的文化冲突等其他方面的问题。因此在第三章，笔者陈述了，关于在汉语教学中，存在着中国印尼文化的冲突。其中，汉语教学的宗教文化冲突在印尼汉语教学中不可忽视。印尼人都有着宗教信仰，其中：生活习惯、思维方式、服饰及饮食习俗等都按照宗教信仰。文化不同的情况在汉语教学中能影响学习者，从而产生一些对陌生文化冲突的现象。除此之外，教师还需要注意母语和目的语的习俗文化冲突和社会文化冲突，这是汉语教学中有效的方法之一。最终，笔者解释汉语教学法与中国印尼文化冲突克服策略。其中有对比教学法、文化分析法、多媒体教学法、歌曲教学法、问题教学法和现场参观教学法。对比教学法是提高学习者的语感，注意文化词汇的内涵。文化分析法是如何解释汉语文化词汇与文化知识的关系，通过文化分析法使教师引导学习者如何面对不同的文化背景和思维方式。提高学习者的感性认识，引发兴趣。激发思维是多媒体教学法的目的。随着世界技术的发展，而汉语日益国际化的发展，使用的多媒体频率越来越高。在汉语教学实践中，多媒体教学法被证明是语言教学中很好的方法之一。歌曲教学法能重视学习者的兴趣、与自我、与他人、与社会、提高学习者的个性发展等。另外，歌曲教学法是综合教语言和表演来了解目的语的艺术和掌握语言技能，而且能分析乐句和愉快气氛。问题教学法是以学习者为本，有自由性，培养学习者的动机，，让学习者的创造性发挥出来，继而使学习者的智慧思维方式能持续的发展。现场参观教学法是让学习者获得直观的亲身体验。在现场和教师的指导下学习者能够熟练用汉语沟通。现场参观教学法还有创造性，由于在印尼汉语环境有局限，所以教师在课堂上也能创设汉语气氛和中国情况。总之，上述解释的教学法，既能提高学习者的汉语水平、激发学习者的学习兴趣、提高学习者的语言能力、培养学习者的思想能力、又导入学习者必须用“国际视角看世界”和“国际爱心走世界”接受不同的文化。综上所述，注意汉语教学的文化冲突对推动汉语国际教学的进一步发展起着非常重要的作用。
[Abstract]:In the transnational cultural communication, it embodies the meaning of cultural conflict, while Indonesia is a thousand island countries with different ethnic and religious beliefs, and there are differences in national conditions and customs with China. Therefore, in Chinese teaching, the communication of different cultures often hinders the learning of Chinese Chinese, so this article is taught through Chinese teaching. China and Indonesia overcome cultural conflicts and try to find a better way to learn Chinese language.
This paper, starting with the special phenomenon of Indonesia culture, enables teachers to understand and master the relationship between Chinese teaching method and intercultural communication, purpose, task, teaching error, teaching practice, teaching methods and other factors, and make a comprehensive discussion on the problems of Chinese teaching and cultural conflict from different angles. In the third chapter, the author states that in the third chapter, the author states that, by mastering the cultural situation of the Chinese language and using the intercultural communication of Chinese teaching, the teachers should choose effective teaching methods to solve the problem of cultural conflict in the course of teaching in order to solve the problems of cultural conflicts in the course of teaching. In Chinese teaching, there is a conflict between Chinese and Indonesian culture. Among them, the religious cultural conflict in Chinese teaching can not be ignored in the teaching of Indonesian Chinese. The Indonesian people have religious beliefs. Among them, the habits of life, the way of thinking, the clothes and the eating customs are all according to the religious beliefs. The different cultural conditions can affect the learning of Chinese language. In addition to this, teachers also need to pay attention to the customs and cultural conflicts and social and cultural conflicts between the mother tongue and the target language, which is one of the effective methods in the teaching of Chinese.
Finally, the author explains the strategies to overcome the conflict between Chinese teaching method and Chinese Indonesian cultural conflict. There are comparative teaching methods, cultural analysis, multimedia teaching, song teaching, problem teaching and field visiting teaching. Contrast teaching is the language sense of the learners and the connotation of the words. The relationship between cultural vocabulary and cultural knowledge, through cultural analysis, enables teachers to guide the learners to face different cultural backgrounds and ways of thinking. To improve the perceptual knowledge of the learners and to arouse interest. To stimulate thinking is the purpose of the multimedia teaching method. With the development of the world technology, the increasingly internationalized development of Chinese and the multimedia use. In the practice of Chinese teaching, the multimedia teaching method has proved to be one of the very good methods in language teaching. The song teaching method can attach importance to the interests of the learners, the self, the others, the society, and the development of the learners' personality. In addition, the song teaching method is the art of the comprehensive teaching language and performance to understand the target language. To master the language skills and to analyze the euphoria and the pleasant atmosphere. The problem teaching method is based on the learner, the freedom, the motivation of the learners, the creativity of the learners, and the continuous development of the learners' intellectual way of thinking. Under the guidance of teachers, the learners can communicate skillfully in Chinese. The teaching method on the spot is still creative. Because the Chinese environment in Indonesia is limited, teachers can also create the Chinese atmosphere and the Chinese situation in the classroom.
In a word, the teaching method mentioned above can not only improve the Chinese level of the learners, stimulate the learners' interest in learning, improve the language ability of the learners, cultivate the learners' ideological ability, but also introduce the learners to accept different cultures with the "international perspective" and "international love to walk the world". Cultural conflict plays a very important role in promoting the further development of Chinese international teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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