《中文听说读写》和《体验汉语》语法部分比较研究

发布时间：2018-04-26 13:54

本文选题：《中文听说读写》 + 《体验汉语》　；参考：《中央民族大学》2013年硕士论文

【摘要】：教材对每个学科的建设和完善都起着至关重要的作用。教材的分析和教法的研究,是提高教学质量,实现教学过程最优化的重要内容和手段。教材的编写受多种因素影响,尤其是教学法理论的影响。而就第二语言教材而言,教学法理论是其直接理论依据。在教材的编写过程中一定会受到一种或多种教学法的影响,而每种教材也都能体现这些教学法的影响。语法教学是第二语言教学的基础部分。在不同教学法指导下的教材中,对语法的处理也有所不同。对某一教学法指导下的教材的语法部分进行考察,可以看出该教学法的教学理念,以及该教学法对语法教学的处理策略。基于这一认识,本文选取听说法指导下的教材《中文听说读写》和交际法指导下的教材《体验汉语》,以《高等学校外国留学生汉语教学大纲：长期进修》(简称《大纲》)为参照,对这两套教材的语法部分进行对比研究,借此考察听说法和交际法两种教学流派对语法教学的不同处理。本文比较的范围涉及《中文听说读写》和《体验汉语》两套教材的语法项目、语法注释及语法练习。研究发现,《中文听说读写》的语法项目无论在数量上还是在语法项目对《大纲》的覆盖率上均高于《体验汉语》,体现了听说法重视语法结构的特点；《体验汉语》则受交际法影响比较深,不追求严格遵循《大纲》中的语法结构。从语法注释来看,《中文听说读写》的注释分为文边注和专门语法注释,体现了对语法的重视；而《体验汉语》缺乏对语法点的系统阐释,体现了交际法淡化语法结构的特点。从语法练习来看,《中文听说读写》的总题量和课均题量都高于《体验汉语》,体现了听说法注重语言练习的特点,而且其题型种类较少,主要是各种形式的替换练习,体现了听说法利用替换练习帮助学生形成语言习惯的特点；《体验汉语》则题型更为多样,而且有大量的创作型、交际性练习,体现了交际法的特点
[Abstract]:Teaching materials play a vital role in the construction and improvement of each discipline. The analysis of teaching materials and the research of teaching methods are important contents and means to improve teaching quality and realize the optimization of teaching process. The compilation of textbooks is influenced by many factors, especially the theory of pedagogy. As far as the second language teaching material is concerned, the theory of pedagogy is its direct theoretical basis. In the process of compiling the textbook, it will be influenced by one or more teaching methods, and each kind of teaching material can also reflect the influence of these teaching methods. Grammar teaching is the basic part of second language teaching. In the teaching materials under the guidance of different teaching methods, the treatment of grammar is also different. Through the investigation of the grammar part of the teaching material under the guidance of a certain teaching method, we can see the teaching idea of the teaching method and the treatment strategy of the teaching method to the grammar teaching. Based on this understanding, this paper selects the teaching materials "Chinese listening, speaking, reading and writing" under the guidance of listening and speaking method and the teaching material "experience Chinese" under the guidance of communicative method, referring to "Chinese syllabus for Foreign students in Colleges and Universities: long term study" (abbreviated as "outline"). This paper makes a comparative study of the grammatical parts of the two sets of teaching materials, so as to investigate the different treatment of grammar teaching by the two schools of listening and speaking and communicative approach. The scope of this paper is about grammar items, grammar notes and grammar exercises of two sets of textbooks: listening, speaking, reading, writing and reading in Chinese and experiencing Chinese. The study found that the grammatical items of "Chinese listening, speaking, reading and writing" are higher than "experience Chinese" in terms of quantity and coverage of grammatical items, which shows that listening and speaking pays more attention to grammatical structure; It is deeply influenced by communicative methods. Do not pursue strict adherence to the grammatical structure in the outline. From the perspective of grammatical annotation, the annotation of "Chinese listening, speaking, reading and writing" can be divided into two parts: the note of writing, listening and writing, and the annotation of special grammar, which reflects the importance of grammar, but the lack of systematic interpretation of grammar points in "experience Chinese", which reflects the characteristics of communicative approach in desalination of grammatical structure. From the grammar practice point of view, the total number of questions and the average number of subjects in Chinese listening, speaking, reading and writing are higher than those in "experience Chinese", which shows that listening and speaking pays attention to language practice, and there are few types of questions, mainly in various forms of replacement exercises. It reflects the characteristics of listening and speaking using substitution exercises to help students form language habits; "experience Chinese" is more diverse, and there are a large number of creative, communicative exercises, reflecting the characteristics of the communicative approach.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.4

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