汉语颜色词集合式词汇教学设计

发布时间：2018-08-26 11:51

【摘要】：在对外汉语教学中,词汇教学占有着举足轻重的地位,留学生的词汇学习也是对外汉语教学过程中最困难的部分。在各种词汇学习方法中,集合式词汇教学是对外汉语作为第二语言词汇教学的理念创新,对对外汉语作为第二语言词汇课堂教学等方面有启发意义。在汉语词汇系统中,汉语颜色词作为表达颜色概念的语言成分,是一种特殊的词语集合。针对一类词的集合式研究,将会十分有利于将汉语词义研究推向深入和细致,同时也有利于将其运用到教学实践中去,而颜色词集合是非常适合集合式词汇教学使用的词汇集合,所以笔者致力于汉语颜色词集合式词汇教学的研究。为解决对外汉语教学中高级学生习得词汇的障碍,摸索提高词汇学习效率的有效教学模式,本文以颜色词为教学资源,致力于把集合式词汇教学模式运用到对外汉语的词汇教学中去,通过对中高级留学生的词汇习得特点进行分析,以颜色词的集合式统计和分析为基础,对集合式词汇教学模式的理论及应用进行了深入的研究,希望能够获得一种新的词汇教学模式在实践中应用的经验。该模式对对外汉语教学有启发意义,同时为集合式词汇教学的应用提供了可参考依据。第一部分主要介绍本文的选题意义,国内外相关的研究现状,本文进行研究的方法及意义。第二部分分别阐述了集合式词汇教学的定义,目的及其理论基础。首先结合国内外学者的研究成果深入挖掘集合式词汇教学的定义；接着本着为对外汉语教学服务的宗旨,从多个角度对集合式词汇教学的目的进行了阐述；最后从语言学、心理学和教育学三个方面为集合式词汇教学寻找理论基础支撑。第三部分运用统计法和分析法对颜色词进行了集合式统计与分析。以《高等学校外国留学生汉语言专业教学大纲》和《多功能现代汉语词典》为语料来源,统计出了包括基本颜色词和含颜色意义的复合词,并根据通用性、实用性、有用性、教学适用性等原则和方法,制作出《教学用颜色词集合词表》。第四部分按照中高级词汇专题课进行颜色词集合式设计。针对明确的教学对象、教学目标和教学重点,依据《词表》拟制了详细的教学步骤,完成了颜色词的集合式词汇教学设计。第五部分结语部分,主要是对本文研究成果的总结概括,本文存在的不足之处和下一步的研究方向。
[Abstract]:Vocabulary teaching plays an important role in teaching Chinese as a foreign language, and the vocabulary learning of foreign students is also the most difficult part in the process of teaching Chinese as a foreign language. Among all kinds of vocabulary learning methods, collective vocabulary teaching is an innovation of the concept of teaching Chinese as a second language, which is instructive to the classroom teaching of Chinese as a second language. In the Chinese lexical system, Chinese color words, as a linguistic component to express color concepts, are a special set of words. The collective study of a class of words will be very helpful for the study of Chinese word meaning to be in-depth and meticulous, but also conducive to its application in teaching practice. The color word set is very suitable for the collective vocabulary teaching, so the author devotes to the research of the Chinese color word collective vocabulary teaching. In order to solve the problem of vocabulary acquisition by senior students in teaching Chinese as a foreign language and explore an effective teaching model to improve the efficiency of vocabulary learning, this paper takes color words as teaching resources. Committed to applying the collective vocabulary teaching model to the vocabulary teaching of Chinese as a foreign language, through the analysis of the characteristics of vocabulary acquisition of middle and advanced foreign students, and based on the collection statistics and analysis of color words, This paper makes a deep study on the theory and application of the collective vocabulary teaching model and hopes to gain the experience of applying a new vocabulary teaching model in practice. The model has enlightening significance for teaching Chinese as a foreign language and provides reference for the application of collective vocabulary teaching. The first part mainly introduces the significance of this paper, domestic and foreign related research status, research methods and significance of this paper. The second part expounds the definition, purpose and theoretical basis of collective vocabulary teaching. First of all, combined with the research results of domestic and foreign scholars to dig into the definition of collective vocabulary teaching; then in line with the purpose of serving Chinese as a foreign language teaching, from a number of angles to explain the purpose of collective vocabulary teaching; finally, from linguistics, Psychology and pedagogy provide theoretical basis for collective vocabulary teaching. The third part uses the statistical method and the analysis method to carry on the collection statistics and the analysis to the color word. Based on the syllabus of Chinese language Specialty for Foreign students in Colleges and Universities and the Multifunctional Chinese Dictionary of Modern Chinese as the source of the corpus, the author has calculated the basic color words and the compound words with color meaning, and according to the generality, practicability and usefulness, Teaching applicability and other principles and methods to make the teaching of color words set vocabulary. The fourth part carries on the color word collection design according to the middle-high-level vocabulary special lesson. In view of the definite teaching object, the teaching goal and the teaching emphases, the detailed teaching steps are drawn up according to the word list, and the integrated vocabulary teaching design of the color words is completed. The fifth part is the conclusion part, which is the summary of the research results, the shortcomings of this paper and the next research direction.
【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

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