东干族汉语教学策略研究

发布时间：2018-05-16 06:04

本文选题：东干族 + 文化认同　；参考：《陕西师范大学》2015年硕士论文

【摘要】：东干族学生是汉语国际教育中一个特殊的教育群体,他们是19世纪下半叶在中国西北地区发生的回民起义被清朝统治者镇压的一部分将士的家属和后裔,当时定居在俄罗斯境内,在苏联建国以后,被认定为“东干族”本文在前人研究成果的基础上,针对陕西师范大学国际汉学院来华东干族学生的调查问卷以及访谈分析,并结合笔者的课堂教学实践与些许经验,从对外汉语教学的实际出发,以文化认同为基点,对来华的东干族学生汉语学习存在的问题与教师在课堂中如何恰当的运用教学策略进行了探究。其中包括东干族学生汉语学习的有利与不利因素,教师在教学中存在的问题,同时还讨论了笔者实践中采用的某些具体教学策略等。本论文在结构上主要由四部分构成。第一章为文献综述,主要阐述了本文研究的背景、对象、研究意义和研究方法,以及国内学者对于东干族的语言、文化、教学等方面的研究现状等。第二章主要介绍了东干族的形成及来华学生汉语学习的因素分析,本文依据已有的第二语言学习因素的研究成果具体分析了东干族汉语学习者的有利和不利因素,有利因素从学习心理、学习动机和文化认同的角度进行分析,不利因素从母语迁移、课堂气氛、学习态度和习惯等方面进行分析。第三章是来华东干族学生的汉语教学策略。本章导入汉语教学中存在的问题如教师不甚了解学生的学习动机,教师对学生的关注度不同以及教学过程中缺乏灵活性等,针对诸多问题从语音、汉字等方面笔者提出了几则策略。由于东干语是中国西北方言的一种特殊变体,根据对比分析笔者对语音教学提出了教学策略；针对东干学生所出现的汉字偏误,并根据教学实践过程中对学生听写的偏误记录与访谈记录为教师提供了汉字教学的多种训练方式。第四章以笔者在教学实践中的具体实施的两则策略进行了分析。以情景教学策略和组团合作学习策略为例,分别以真实的案例阐述两种策略的设计思路,同时对教学过程中的问题进行总结。
[Abstract]:Donggan students are a special educational group in the international education of Chinese. They are the relatives and descendants of some of the soldiers who were suppressed by the rulers of the Qing Dynasty during the Hui uprising that occurred in Northwest China in the second half of the 19th century. At that time, he settled in Russia, after the founding of the Soviet Union, he was recognized as a "Donggan nationality." on the basis of previous research results, this paper aims at the questionnaire and interview analysis of the students from the International Han College of Shaanxi normal University who came to East China. Combined with the author's classroom teaching practice and some experience, starting from the reality of teaching Chinese as a foreign language, based on cultural identity, This paper probes into the problems existing in Donggan nationality students' Chinese learning in China and how teachers use teaching strategies properly in class. It includes the favorable and unfavorable factors of Donggan nationality students' Chinese learning, the problems existing in teachers' teaching, and also discusses some specific teaching strategies adopted by the author in practice. The structure of this paper is composed of four parts. The first chapter is a literature review, mainly describes the background, object, research significance and research methods, as well as the domestic scholars of the Donggan language, culture, teaching and other aspects of research status. The second chapter mainly introduces the formation of the Donggan nationality and the analysis of the factors of the students' Chinese learning in China. Based on the existing research results of the second language learning factors, this paper analyzes the advantages and disadvantages of the Donggan nationality Chinese learners. The favorable factors are analyzed from the perspective of learning psychology, learning motivation and cultural identity, while the disadvantages are analyzed from the aspects of mother tongue transfer, classroom atmosphere, learning attitude and habits. The third chapter is to come to East China Gan nationality students' Chinese teaching strategy. This chapter introduces the problems existing in Chinese teaching, such as the teachers do not understand the students' learning motivation, the teachers pay different attention to the students and the lack of flexibility in the teaching process, and so on. The author puts forward several strategies in the aspects of Chinese characters and so on. As Donggan dialect is a special variant of Northwest Chinese dialect, the author puts forward teaching strategies for phonetic teaching according to the comparative analysis, aiming at the errors of Chinese characters in Donggan students. According to the record of students' dictation and interview in teaching practice, it provides teachers with a variety of training methods in Chinese character teaching. The fourth chapter analyzes the two strategies that the author carries out in teaching practice. Taking the situational teaching strategy and the group cooperative learning strategy as examples, the design ideas of the two strategies are expounded with real cases, and the problems in the teaching process are summarized at the same time.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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