格式塔心理学理论指导下的整字教学
发布时间：2019-01-26 08:02
【摘要】：初级阶段的非汉字圈学习者对汉字的识别倾向于整体知觉,他们觉得汉字就像—幅幅图画,倾向于先教整字再局部细化的教学策略。另外,外国学习者也由于对汉字整字字形掌握不到位,导致很多偏误。因此我们需要对汉字整字教学进行研究,发挥整字在对外汉字教学中的优势,利用格式塔心理学的理论探讨汉字整字教学的原则和方法。 本文主要内容如下： 绪论部分主要是介绍了本文的研究目的和意义、目前的研究现状、格式塔心理学、整字教学和语料的来源。 第一章主要阐述了整字教学的依据,整字教学不仅是汉字本身性质和特点的要求,而且是主客观因素的要求,包括教学对象的心理需求、生物学的要求以及整体和部分的关系的要求。 第二章对《HSK动态作文语料库》中留学生汉字书写的错字进行统计分析,依据格式塔心理学的良好组织原则,将留学生的汉字偏误分成三类：一是在接近性和连续性作用下的汉字偏误；二是在完整和闭合倾向作用下的汉字偏误；三是在相似性作用下的汉字偏误。通过偏误分析发现,留学生汉字偏误主要是对整字没有完整记忆造成的。 第三章主要以格式塔心理学理论为指导,对《HSK汉字等级大纲》中的独体字进行统计分析,并结合外国学生汉字偏误的类型,提出整字教学的四个原则：形音义整体呈现原则、认读先行原则、独体字先行原则、先整体再局部细化原则。 第四章主要是依据整字教学的原则和格式塔心理学理论,对独体字教学和合体字教学分别提出具体的实施办法。独体字教学主要是利用图形与背景理论,突出独体字的字形,使学习者对整字字形有效识别和记忆；合体字教学主要利用先整体再局部细化的原则,以独体字和一些构字能力强的部件教学为辅,运用图形与背景理论指导会意字教学,运用记忆与痕迹理论以及联想理论指导形声字教学。还提倡整体系统的教学模式,培养学生整体认知汉字能力。 总之,本文是在格式塔心理学理论指导下,首次比较系统地对整字教学进行理论和实践研究,对整字教学的具体实施提出系统的教学思路和实施方法。
[Abstract]:At the primary stage, the non-Chinese circle learners tend to perceive Chinese characters as a whole, they think Chinese characters are like a picture, and they tend to teach the whole characters first and then refine them locally. In addition, foreign learners also have a lot of errors due to the lack of mastery of Chinese characters. Therefore, we need to study the whole character teaching of Chinese character, give full play to the advantages of the whole character teaching in foreign Chinese character teaching, and discuss the principle and method of Chinese character integral character teaching by using the theory of Gestalt psychology. The main contents of this paper are as follows: the introduction part mainly introduces the purpose and significance of this paper, the current research situation, Gestalt psychology, the whole character teaching and the source of corpus. The first chapter mainly expounds the basis of the whole character teaching. The whole character teaching is not only the requirement of the nature and characteristics of Chinese characters, but also the requirement of subjective and objective factors, including the psychological needs of the teaching object. The requirements of biology and the relationship between the whole and the part. In the second chapter, the author makes a statistical analysis of the miswritten Chinese characters in the dynamic composition Corpus of HSK, according to the good organization principle of Gestalt psychology. The Chinese character bias of the foreign students is divided into three categories: one is the Chinese character bias under the action of proximity and continuity; The second is the Chinese character bias under the action of completeness and closure, and the third is the Chinese character error under the similarity. Through the error analysis, it is found that the Chinese character bias of the foreign students is mainly caused by the lack of complete memory of the whole character. Under the guidance of Gestalt psychology theory, the third chapter makes a statistical analysis of the single character in the outline of HSK Chinese characters, and puts forward four principles of teaching the whole character: the principle of overall presentation of shape, sound and meaning, and combined with the types of errors in Chinese characters of foreign students. Read first principle, single character first principle, first whole then local refinement principle. In the fourth chapter, according to the principle of whole character teaching and Gestalt psychology theory, the author puts forward the concrete implementation methods of single character teaching and integrated character teaching. The teaching of monographs mainly uses the theory of graphics and background to highlight the glyph of monographs so that learners can recognize and memorize the whole characters effectively. The teaching of integrated characters is mainly based on the principle of overall and local refinement, supplemented by the teaching of single-type characters and some parts with strong ability to construct characters, and the theory of graphics and background is used to guide the teaching of ideographic characters. Use memory and trace theory and association theory to guide the teaching of phonetic characters. It also advocates the teaching mode of the whole system, and trains the students' ability to recognize Chinese characters as a whole. In a word, under the guidance of Gestalt psychology theory, this paper studies the whole character teaching systematically for the first time in theory and practice, and puts forward the systematic teaching thought and implementation method for the concrete implementation of the whole character teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2415283
[Abstract]:At the primary stage, the non-Chinese circle learners tend to perceive Chinese characters as a whole, they think Chinese characters are like a picture, and they tend to teach the whole characters first and then refine them locally. In addition, foreign learners also have a lot of errors due to the lack of mastery of Chinese characters. Therefore, we need to study the whole character teaching of Chinese character, give full play to the advantages of the whole character teaching in foreign Chinese character teaching, and discuss the principle and method of Chinese character integral character teaching by using the theory of Gestalt psychology. The main contents of this paper are as follows: the introduction part mainly introduces the purpose and significance of this paper, the current research situation, Gestalt psychology, the whole character teaching and the source of corpus. The first chapter mainly expounds the basis of the whole character teaching. The whole character teaching is not only the requirement of the nature and characteristics of Chinese characters, but also the requirement of subjective and objective factors, including the psychological needs of the teaching object. The requirements of biology and the relationship between the whole and the part. In the second chapter, the author makes a statistical analysis of the miswritten Chinese characters in the dynamic composition Corpus of HSK, according to the good organization principle of Gestalt psychology. The Chinese character bias of the foreign students is divided into three categories: one is the Chinese character bias under the action of proximity and continuity; The second is the Chinese character bias under the action of completeness and closure, and the third is the Chinese character error under the similarity. Through the error analysis, it is found that the Chinese character bias of the foreign students is mainly caused by the lack of complete memory of the whole character. Under the guidance of Gestalt psychology theory, the third chapter makes a statistical analysis of the single character in the outline of HSK Chinese characters, and puts forward four principles of teaching the whole character: the principle of overall presentation of shape, sound and meaning, and combined with the types of errors in Chinese characters of foreign students. Read first principle, single character first principle, first whole then local refinement principle. In the fourth chapter, according to the principle of whole character teaching and Gestalt psychology theory, the author puts forward the concrete implementation methods of single character teaching and integrated character teaching. The teaching of monographs mainly uses the theory of graphics and background to highlight the glyph of monographs so that learners can recognize and memorize the whole characters effectively. The teaching of integrated characters is mainly based on the principle of overall and local refinement, supplemented by the teaching of single-type characters and some parts with strong ability to construct characters, and the theory of graphics and background is used to guide the teaching of ideographic characters. Use memory and trace theory and association theory to guide the teaching of phonetic characters. It also advocates the teaching mode of the whole system, and trains the students' ability to recognize Chinese characters as a whole. In a word, under the guidance of Gestalt psychology theory, this paper studies the whole character teaching systematically for the first time in theory and practice, and puts forward the systematic teaching thought and implementation method for the concrete implementation of the whole character teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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