零基础对外汉字教材练习研究

发布时间：2019-03-12 14:27

【摘要】：上世纪50年代以来,对外汉语教学进入了一个蓬勃发展的时期。外国留学生的大量涌入,世界上学汉语热潮的掀起,这些都推动了汉语教学的整体系统发展。随着对外汉语教学细化和专门化,专门的对外汉字教学也应运而生。一些有条件的大学院校正在陆续开设专门针对留学生的汉字课,“按照汉字规律教授汉字”,由此编写了专门的对外汉语教材。本文主要研究了其中针对零汉字基础的外国人学习汉字所编写教材及其练习。然而此类教材在专门对外汉字教材中所占的比重并不大,我们考察了市面上能找到的30多种对外汉字教材,结果符合真正“零基础”要求的却只有6本(套) 本文首先对这6本(套)教材进行了全面、概括性的介绍,并由此提出了零基础对外汉字教材应充分考虑到学习者的特点——来自非汉字文化圈欧美背景国家,自身使用拼音文字,几乎从来没接触过汉字,根本没有辨识汉字形体的基础(即没有“字感”)。所以此类教材应符合以下几个基本要求：首先整本教材所有内容(包括前言、目录、课文、练习、附录等一切出现中文的内容)应为两种语言对照的版本,即汉语和学习者的母语；其次,教授汉字从笔形认识开始,涉及笔画的运笔方向,轻重力度,长短位置；第三,讲解汉字有田字格范例,逐笔分析笔画顺序。接着我们对这6本(套)教材的练习设计从多个角度进行了比较分析,分别讨论了它们在编排结构、题型种类、练习总体强度、各汉字要素练习比重、涵盖汉字知识点的数量以及语言技能的涉及方面的共性和特性。然后本论文基于比较分析所得的数据提出编写零基础对外汉字教材时应注意以下几个原则的实现：教学内容编排应注意科学性原则、系统性原则和理论性原则相结合；课后练习编写应注意针对性原则、有效性原则、实用性原则和趣味性原则相结合；文化知识介绍应根据教学对象文化背景、年龄层次的不同进行适当调整。最后我们总结了本文的研究成果,并提出了一些零基础对外汉字教材编写时尚值得继续深入讨论和研究的问题,希望引起更多研究者对此课题的关注,投入更多精力进行对照实验,从而促进对外汉字教材的建设工作。
[Abstract]:Since the 1950s, the teaching of Chinese as a foreign language has entered a period of vigorous development. The influx of foreign students and the upsurge of learning Chinese in the world have promoted the overall systematic development of Chinese teaching. With the refinement and specialization of teaching Chinese as a foreign language, special teaching of Chinese characters as a foreign language has emerged. Some qualified colleges and universities are offering special Chinese characters courses for foreign students, "teaching Chinese characters according to the law of Chinese characters", and thus compiling special teaching materials for Chinese as a foreign language. This paper mainly studies the teaching materials and exercises written by foreigners who study Chinese characters based on zero Chinese characters. However, the proportion of such teaching materials in special foreign Chinese characters textbooks is not large. We have investigated more than 30 kinds of foreign Chinese characters textbooks that can be found in the market. Results there are only six books (sets) that meet the requirements of "zero foundation". This paper first gives a comprehensive and general introduction to these six textbooks. Based on this, the author puts forward that the characteristics of learners should be fully taken into account in the zero-base foreign Chinese characters textbooks-from non-Chinese cultural circles, European and American background countries, which use phonetic characters themselves and have hardly ever touched Chinese characters. There is no basis for identifying the shape of Chinese characters (that is, there is no "character sense"). So this kind of teaching material should meet the following basic requirements: first of all, all the contents of the whole textbook (including preface, catalogue, text, practice, appendix, etc.) should be a bilingual version of all the contents (including the foreword, the catalogue, the text, the practice, the appendix, etc.). That is, Chinese and learners' mother tongue; Secondly, the teaching of Chinese characters from the pen shape understanding, involving stroke direction, light intensity, short and short position; third, explain the Chinese characters have a field case, pen-by-pen analysis of the order of strokes. Then we compare and analyze the practice design of these six textbooks from several angles, and discuss their arrangement structure, type of question, overall intensity of practice, and the proportion of each Chinese character element exercise, respectively. Covers the number of knowledge points of Chinese characters as well as language skills related to the commonalities and characteristics. Then, based on the data obtained from the comparative analysis, this paper proposes that the realization of the following principles should be paid attention to when compiling the zero-base teaching material for foreign Chinese characters: the scientific principle, the systematic principle and the theoretical principle should be paid attention to the arrangement of the teaching contents; Attention should be paid to the combination of pertinence principle, validity principle, practicality principle and interest principle, and the introduction of cultural knowledge should be adjusted according to the cultural background and age level of the teaching object. Finally, we summarize the research results of this paper, and put forward some issues worthy of further discussion and research on the compilation of zero-base Chinese textbooks for foreign characters, hoping to arouse the attention of more researchers on this subject. Put more energy into the contrast experiment, thus promoting the construction of foreign Chinese characters teaching materials.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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