行为文化与观念文化对日本留学生汉语学习中的影响及其教学策略

发布时间：2018-06-18 21:38

本文选题：日本文化 + 行为文化　；参考：《吉林大学》2013年硕士论文

【摘要】：关于“文化”的概念，人们有许多不同的界定。而文化对于人的影响，也是多方面的。作为一个个体人来说，，民族文化中的“行为文化”和“观念文化”都深深影响着其生活和学习。从民族文化构成层次来看，所谓行为文化是指一个民族长期形成的惯性的生活方式和实际行为，是通过生活学习和交际过程中的态度、习俗和礼仪等形态表现出来的行为模式。观念文化是指一个民族的传统价值观、思维方式和话语方式等。行为文化、观念文化与物质文化、制度文化构成了人类文化的主要内容，并表现为不同的民族特征。近代以来，日本在接受外来文化影响的同时，也保留了固有的民族文化传统。因此民族文化注定会对日本留学生学习汉语产生不可避免的影响。其中，日本民族和社会的行为文化对日本留学生汉语习得中产生的显性影响和观念文化产生的隐性影响，值得汉语教师高度重视，同时应设计和掌握相应的教学策略。日本民族的行为文化在日本留学生汉语习得中的影响，主要体现在两个方面：第一，日本学生大多勤奋好学，课堂表现较为刻苦认真。第二，日本学生比较讲究礼仪。课堂表现是讲究秩序，喜欢有规律性的教学方法。以上两点为日本留学生汉语习得提供了良好的教学基础，但是也带来了学习方式比较刻板、缺少灵活性甚至流于形式等问题。日本民族的观念文化对于日本留学生汉语习得中的影响主要体现在三个方面：第一，日本学生习惯用暧昧的方式进行表达。课堂表现便是不直接说出想法而比较委婉的表达。第二，日本学生羞耻心重，爱面子，以寡言为美德的性格特点。课堂反映是不愿意发声的学习心理和沉闷的课堂气氛。第三，日本学生内心具有竞争意识，集体意识很强，往往喜欢以集体为单位进行活动，并会努力不让本团体在集体间竞争的过程中落后。课堂表现就是倾向于集体活动的教学方法。这些观念和表现与汉民族既有相同之处，又有民族个性特征。针对日本民族文化中行为文化和观念文化的影响，在日本留学生的汉语教学中应该注重以下几个策略。 1.教材的选择。要选择具有双向文化特点的教材。 2.针对文化对学生汉语教学的影响而进行的课堂活动设计。从第一层面的五个影响，即勤奋、讲礼仪、表达暧昧、羞耻寡言、竞争意识进行相应的讨论。课堂活动应具有井然有序、规律教学、鼓励启发教学、团体活动等特点。 3.针对文化冲突而产生的教学策略。即了解多元文化、勤于沟通、避忌敏感话题、组织课余活动等。综上所述，日本留学生母语文化的影响是汉语教学中不可忽视的因素。加强研究日本文化对学生学习汉语的影响，对改进已有教学策略及创造新的教学策略具有重大意义。
[Abstract]:There are many different definitions of the concept of culture. The influence of culture on people is also various. As an individual, the "behavior culture" and "concept culture" in the national culture deeply affect their life and study. From the point of view of the composition of national culture, the so-called behavior culture refers to the habitual way of life and actual behavior formed by a nation for a long time, and it is the behavior pattern manifested through the attitude, custom and etiquette in the process of life learning and communication. Concept culture refers to a nation's traditional values, modes of thinking and discourse. Behavior culture, concept culture and material culture, system culture constitute the main content of human culture, and show different national characteristics. Since modern times, while accepting the influence of foreign culture, Japan has also retained its inherent national cultural tradition. Therefore, national culture is bound to have an inevitable impact on Japanese students learning Chinese. Among them, the explicit influence of Japanese national and social behavior culture on Japanese students' Chinese acquisition and the implicit influence of concept culture should be highly valued by Chinese teachers, and the corresponding teaching strategies should be designed and grasped at the same time. The influence of Japanese national behavior culture on the acquisition of Chinese by Japanese students is mainly reflected in two aspects: first, most of the Japanese students are diligent and eager to study, and their classroom performance is hard and serious. Second, Japanese students pay more attention to etiquette. Classroom performance is to pay attention to order, like regular teaching methods. The above two points provide a good teaching basis for Japanese students' Chinese acquisition, but also bring about some problems, such as relatively rigid learning style, lack of flexibility and even mere formality. The influence of Japanese concept culture on Japanese students' Chinese acquisition is mainly reflected in three aspects: first, Japanese students are used to express themselves in ambiguous ways. Classroom performance is a euphemistic expression that does not express ideas directly. Second, Japanese students are ashamed, face-loving and characterized by reticence as a virtue. Classroom reaction is an unspoken learning psychology and a dull classroom atmosphere. Third, Japanese students have a strong sense of competition and a strong sense of collectivity, they often like to take the collective as the unit to carry out activities, and will try not to let their group fall behind in the process of collective competition. Classroom performance is a teaching method that tends to collective activities. These concepts and manifestations have similarities with the Han nationality, as well as national characteristics. In view of the influence of the culture of behavior and concept in Japanese national culture, the following strategies should be paid attention to in the teaching of Chinese for Japanese students. The choice of teaching materials. We should choose teaching materials with two-way cultural characteristics. 2. The design of classroom activities aiming at the influence of culture on Chinese teaching. From the first level of the five influences, that is, diligence, etiquette, ambiguous expression, shame and reticence, competition consciousness to discuss. Classroom activities should have the characteristics of orderly, regular teaching, encouraging enlightening teaching, group activities, etc.. Teaching strategies for cultural conflicts. That is to understand multiculturalism, diligent in communication, avoid sensitive topics, organize extracurricular activities and so on. To sum up, the influence of the native language culture of Japanese students is a factor that can not be ignored in Chinese teaching. It is of great significance to study the influence of Japanese culture on students' learning Chinese, to improve the existing teaching strategies and to create new teaching strategies.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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