试论白乐桑的“法式字本位”教学法

发布时间：2018-08-27 07:52

【摘要】：本文主要探讨的是白乐桑先生的“字本位”教学法。这一教学法相当独特,因此,在征得了白乐桑先生本人的同意之后,笔者决定采用“法式字本位”教学法这一新的术语来概括之。总的来说,“法式字本位”教学法是从“字”和“词”两个维度来考虑的。它主要针对的是法国初级水平的汉语教学,遵循的是“汉语教学以尊重汉语特性为前提”和“以学生为中心”这两条教学理念,强调的是“字”和“词”这两个教学单位缺一不可。反观对外汉语教学,汉字长期处于不受重视地位,在这种情况下,白乐桑先生开始了他的“字本位”之行。但要特别注意的一点是,“法式字本位”教学法从不排斥“词”,而是在重视“字”的同时,也强调“词”的教学。本文的第一章绪论部分重点介绍选题缘由,分析国内外研究现状与存在的问题,并阐述论文研究的目的与意义以及研究方法。“本体”问题对于对外汉语教学具有纲领性作用,加之笔者在法期间,曾有幸多次接受白乐桑先生的耳提面命,因此将论文选题框定在了对“法式字本位”教学法的研究上。国内对“法式字本位”教学法的研究多集中在白乐桑先生早年编写的教材上,还很不成系统,特点也不够突出。笔者希望通过本文,首先将“法式字本位”教学法系统化、条理化；其次用实验证明其有效性,以服务于对外汉语教学。这也是本文要完成的两个目标。为达成目标,笔者采用了文献研究法、访谈法与问卷调查法,并亲自参与了白乐桑先生主持的汉语教师培训。第二章高度概括“法式字本位”教学法的内容与特点,包括介绍其源起与分类。简而言之,“法式字本位”教学法就是充分尊重汉语的特性,坚持以学生为中心的教学理念,承认汉语教学中存在“字”和“词”两个单位。这两个单位的关系依据教学对象的不同而不同。它的诞生与四百字常用汉字表有直接关系。就其分类来看,有“相对字本位甲”、“相对字本位乙”和“相对字本位丙”。这三者的区别在于对字与词的处理方式的不同。与之相比,法国还有极端的“绝对字本位”,为了作比较,笔者也对其做了简要介绍。第三章主要分析“法式字本位”教学法产生的原因。其大背景是对外汉语教学的现状,小背景是法国自身的独特性,包括其汉学研究传统、汉语教学中的“字本位”传统以及法国学生对汉字的喜爱。除此之外,还有来自心理教育学与脑神经科学的影响,以及白乐桑先生的个人原因。第四章从四个不同的角度探讨“法式字本位”教学法在白乐桑先生教学与研究中的体现及应用。第一是白乐桑先生从上个世纪80年代末到90年代初开展的儿童智力启蒙实验；第二是他各个时期编写的汉语教材；第三是由他担纲主编的从2002年开始陆续制定颁布的中小学与中文国际班汉语教学大纲；第四是汉语教师培训。第二章到第四章的主要目的是为了构建“法式字本位”教学法的理论体系。第五章则是本文的实证部分,以验证其有效性。笔者引入了平行班实验与学生问卷调查两种形式。平行班实验表明,较之“词本位”教学法,“法式字本位”教学法更有利于学生词汇水平的提高。问卷调查从学生对汉语汉字的认知与情感程度以及对“法式字本位”教学法的评估两个方面展开。问卷结果表明法国汉语初级水平的学习者认为汉字是汉语学习中不可缺少的一部分,也是他们选择学习汉语的重要原因之一。“法式字本位”所提倡的汉字教学法符合学习者的思维方式与记忆规律,其由字到词的教学策略能提高学习者的综合汉语水平,但也依然存在一定的局限性。第六章主要总结“法式字本位”教学法产生的作用以及所带来的影响,包括它所引起的学术争辩、它对初级汉语教学的指导性作用、以及它对对外汉语教学大纲、教材编写和课堂教学的启发作用。
[Abstract]:This paper mainly discusses Mr. Bai Lesang's "character-based" teaching method, which is quite unique. With Mr. Bai Lesang's own consent, the author decided to adopt the new term "French character-based" teaching method to summarize it. Generally speaking, the "French character-based" teaching method is from "word" and "word". It mainly aims at the Chinese teaching at the elementary level in France. It follows the two teaching concepts of "Chinese teaching is premised on respecting Chinese characteristics" and "student-centered" and emphasizes that "character" and "word" are indispensable in the teaching of Chinese as a foreign language. Under this circumstance, Mr. Bai Lesang began his "character-based" journey, but it should be noted that the "French character-based" teaching method never excludes "words", but emphasizes the teaching of "words" while attaching importance to "words".
In the first chapter, the author introduces the reasons for choosing the topic, analyzes the current research situation and existing problems at home and abroad, and expounds the purpose, significance and research methods of this paper. Therefore, the topic of this paper is framed on the research of the "French Character-based" teaching method. The domestic research on the "French Character-based" teaching method is mostly concentrated on the textbooks compiled by Mr. Le Sang Bai in his early years. It is not systematic and its characteristics are not prominent enough. This is also the two objectives of this paper. To achieve this goal, the author adopts the methods of literature research, interview and questionnaire survey, and participates in the training of Chinese teachers presided over by Mr. Le Sang Bai.
Chapter 2 summarizes the content and characteristics of the "French Character-based" teaching method, including its origin and classification. In short, the "French Character-based" teaching method fully respects the characteristics of the Chinese language, adheres to the student-centered teaching concept, and acknowledges the existence of "word" and "word" in Chinese teaching. The relationship varies according to the object of instruction. Its birth is directly related to the 400-character list of commonly used Chinese characters. According to its classification, there are "relative character standard A", "relative character standard B" and "relative character standard C". The author also gives a brief introduction to the word standard.
Chapter Three mainly analyzes the reasons for the emergence of the "French Character-based" teaching method.The big background is the current situation of teaching Chinese as a foreign language.The small background is the uniqueness of France itself,including its Sinology tradition,the "Character-based" tradition in Chinese teaching and the French students'love of Chinese characters.In addition,it also comes from psychological education and brain. The impact of neuroscience and Mr. Bai Lesang's personal reasons.
Chapter Four discusses the application of the "French Character-based" teaching method in Mr. Le Sang's teaching and research from four different perspectives. Since 2002, Chinese syllabus for primary and secondary schools and international classes of Chinese have been formulated and promulgated. Fourth, the training of Chinese teachers.
The main purpose of the second and fourth chapters is to construct the theoretical system of the "French-based" teaching method. The fifth chapter is the empirical part of this paper to verify its effectiveness. The results of the questionnaire show that the French learners at the elementary level of Chinese think that Chinese characters are an indispensable part of Chinese learning and they choose them as well. One of the important reasons for choosing to learn Chinese is that the Chinese character teaching method advocated by the "French Character Standard" conforms to the learners'thinking mode and memory rules. Its teaching strategy from character to word can improve the learners' comprehensive Chinese level, but there are still some limitations.
Chapter 6 mainly summarizes the effect of the "French Character-based" teaching method and its influence, including the academic debate it has caused, its guiding role in primary Chinese teaching, and Its Enlightenment to the syllabus, textbook compilation and classroom teaching.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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