面向新疆少数民族学生的形声字教学研究

发布时间：2018-01-20 21:38

本文关键词： 《MHK汉字大纲》字表规则形声字不规则形声字教学策略　出处：《新疆师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：形声字作为汉字的主体,是最重要的汉字学习内容,掌握了汉字中的形声字就掌握了绝大部分的汉字。本文以《少数民族汉语水平等级考试汉字大纲》为依据,对《大纲》汉字表收录的3531个汉字进行了统计,总共得到形声字2714个。笔者对2714个形声字进行了穷尽式的考察和分析,并对其特点进行了描述。在此基础上,探讨适合新疆少数民族学生的形声字教学方法。本文共分绪论和正文,正文分为四章。绪论主要撰写了本文的研究背景、研究现状和存在的问题及研究意义。第一章形声字概况。对形声字做了宏观的描述,介绍了《少数民族汉语水平等级考试汉字大纲》的收字情况,共收字3531个;制订了形声字的确认标准,从《字表》中统计得出2714个形声字,并以声符变化为依据,将形声字分为规则形声字,1136个;不规则形声字,1578个。第二章《大纲》形声字分析。本章分别对《大纲》中的规则形声字和不规则形声字进行了分析,规则形声字主要介绍了形符构字数、形符表义和声符特点及规则形声字的拆分;不规则形声字中将不规则形声字分为一级不规则形声字和二级不规则形声字,并对二级不规则形声字进行部件拆分。第三章新疆少数民族学生汉字教学现状。本章从四个方面对新疆少数民族学生的汉字教学现状进行考察,首先介绍了少数民族学生的汉语水平评价体系,即民族汉考;其次讨论了新疆少数民族学生的汉字学习特点;再次以新疆师范大学语言学院2011级少数民族预科生为对象,进行了形声字学习情况的考察;最后提出影响新疆少数民族汉字教学的若干因素。第四章新疆少数民族学生形声字教学策略。首先强调了形声字教学要注意的问题,其次根据少数民族学生的学习特点将形声字分为一级不规则形声字教学、二级不规则形声字教学和规则形声字教学三个步骤,最后对新疆少数民族汉字教学从汉字规划、汉字理念和汉字专题研究三方面提出了建议。
[Abstract]:Phonetic characters as the main part of Chinese characters, is the most important learning content of Chinese characters, master the phonetic characters in the Chinese characters to master the vast majority of Chinese characters. A total of 2714 pictophonetic characters have been obtained by statistics of 3531 Chinese characters in the outline of Chinese characters. The author has made an exhaustive investigation and analysis of 2714 pictophonetic characters. And its characteristics are described. On this basis, to explore the teaching methods suitable for ethnic minority students in Xinjiang. This paper is divided into the introduction and the text, the text is divided into four chapters. The introduction mainly writes the research background of this paper. The first chapter is the general situation of pictophonetic characters. The macro description of pictophonetic characters is given, and the acceptance of the outline of Chinese characters in the Chinese level examination of ethnic minorities is introduced. A total of 3531 words are received; The confirmation standard of pictophonetic characters is established, and 2714 pictophonetic characters are statistically obtained from the list of words. Based on the change of phonetic characters, pictophonetic characters are divided into regular phonetic characters, 1136; There are 1578 irregular pictophonetic characters. In Chapter 2, the outline > pictophonetic characters are analyzed. In this chapter, the regular phonetic characters and irregular phonetic characters in the outline are analyzed respectively. Regular phonetic characters mainly introduce the number of characters, the characters of form characters and phonetic characters, and the split of regular phonetic characters. Irregular phonetic characters are divided into one level irregular phonetic characters and two level irregular phonetic characters. The third chapter is the current situation of teaching Chinese characters of ethnic minority students in Xinjiang. This chapter from four aspects to investigate the current situation of teaching Chinese characters of ethnic minority students in Xinjiang. First of all, it introduces the evaluation system of ethnic minority students' Chinese proficiency, that is, the examination of ethnic Han; Secondly, it discusses the characteristics of learning Chinese characters of ethnic minority students in Xinjiang. Thirdly, taking the 2011 minority preparatory students of Xinjiang normal University as the object, the study of phonetic characters is investigated. Finally, some factors affecting the teaching of minority Chinese characters in Xinjiang are put forward. The teaching strategies of pictophonetic characters for ethnic minority students in Xinjiang are put forward in Chapter 4th. First of all, the problems needing attention in the teaching of pictophonetic characters are emphasized. Secondly, according to the learning characteristics of minority students, the phonetic characters are divided into three steps: the first level irregular phonetic teaching, the second level irregular phonetic teaching and the regular phonetic teaching. Finally, the author puts forward some suggestions on the teaching of minority Chinese characters in Xinjiang from three aspects: Chinese character planning, Chinese character concept and special study of Chinese characters.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H193

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