初级阶段欧美留学生汉字部件认知情况考察与分析
发布时间：2019-05-18 14:45
【摘要】：本文是对初级阶段欧美留学生汉字部件认知情况进行的实验性定量研究,旨在通过研究学习者汉字部件属性的认知能力对汉字书写能力的影响,探讨在初级阶段的汉字教学中,如何有效地通过部件教学法提高欧美留学生的汉字水平。实验通过调查问卷的方式主要验证了以下三个假设：假设一,学习者汉字部件含义认知能力越强,汉字书写能力越强；假设二,学习者汉字部件拆分和组合能力越强,汉字书写能力越强；假设三,学习者汉字部件形体识别能力越强,汉字书写能力越强。实验设计基于以上三个假设。为了验证假设一,我们分别考察了留学生的部件含义认知能力(分为成字部件和非成字部件)和部件含义翻译能力；为了验证假设二,我们分别考察了留学生的部件组合能力和部件拆分能力；为了验证假设三,我们分别考察了留学生的真假字辨析能力和形近部件辨析能力。同时我们以“单句书写能力”和“短文书写能力”分别作为因变量汉字书写能力的两个维度。研究结果表明：自变量中的“部件含义认知能力”(尤其是“成字部件认知能力”)和“部件组合能力”对因变量“汉字单句书写能力”和“汉字短文书写能力”的影响非常显著。根据研究结果,我们提出了在初级阶段汉字教学中,运用部件教学法时需要注意的三点教学原则,分别是：注重讲解成字部件的含义、提高学习者运用部件组字的能力以及说明部件形体的变化。本文一共分为五章： 第一章,说明本文的研究缘起,并且在现有理论及前人研究结果的基础上明确研究的对象、范围、目的、方法和步骤。 第二章,综述从汉语言文字学角度对汉字部件的研究,第二语言习得角度对汉字部件习得与认知的研究,以及教学法角度对部件教学法的研究。 第三章,通过问卷调查以及课堂观察的方法对留学生汉字部件认知能力与汉字书写能力进行多元线性回归分析,同时对变量的各个维度作相关分析。结果表明,学习者对于汉字成字部件的认知能力与学习者部件组合能力及对部件结构位置的认知能力与学习者汉字书写能力的相关最显著,然后提出教学建议从而帮助教师提高教学效率,同时减轻学习者的汉字学习畏难情绪。 第四章,根据统计分析的结果,提出相应的教学建议从而帮助教师提高教学效率,减轻留学生学习汉字的畏难情绪,提高他们的汉字水平。 第五章,即结语,在总结全文的基础上指出本研究的局限性,并提出进一步的研究设想。
[Abstract]:This paper is an experimental quantitative study on the cognition of Chinese character components of European and American students in the primary stage. The purpose of this paper is to study the influence of learners' cognitive ability of Chinese character component attributes on Chinese character writing ability, and to explore the teaching of Chinese characters in the primary stage. How to effectively improve the level of Chinese characters of European and American students through the component teaching method. The experiment mainly verifies the following three hypotheses by questionnaire: first, the stronger the learners' cognitive ability of the meaning of Chinese character components, the stronger the writing ability of Chinese characters; Hypothesis 2, the stronger the learner's ability to split and combine Chinese character components, the stronger the Chinese character writing ability; third, the stronger the learner's Chinese character component shape recognition ability is, the stronger the Chinese character writing ability is. The experimental design is based on the above three assumptions. In order to verify hypothesis one, we examined the cognitive ability of component meaning (divided into word-forming part and non-word-forming part) and component meaning translation ability of foreign students, respectively. In order to verify hypothesis 2, we examine the component combination ability and component resolution ability of foreign students respectively; in order to verify hypothesis 3, we examine the true and false word discrimination ability and the close component discrimination ability of foreign students respectively. At the same time, we take "single sentence writing ability" and "short writing ability" as the two dimensions of dependent Chinese character writing ability. The results show that the cognitive ability of component meaning in independent variables (especially the cognitive ability of components) and the ability of component combination to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability" in independent variables are shown to be "component meaning cognitive ability" and "component combination ability" to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability". "the impact is very significant. According to the results of the study, we put forward three teaching principles that should be paid attention to when using the component teaching method in the teaching of Chinese characters in the primary stage, namely, paying attention to explaining the meaning of the components. Improve learners' ability to use component groups and explain changes in the shape of components. This paper is divided into five chapters: the first chapter explains the origin of this study, and clarifies the object, scope, purpose, method and steps of the study on the basis of the existing theory and previous research results. The second chapter summarizes the research on Chinese character components from the perspective of Chinese language philology, the acquisition and cognition of Chinese character components from the perspective of second language acquisition, and the research on component teaching method from the perspective of teaching method. In the third chapter, through questionnaire survey and classroom observation, the cognitive ability of Chinese character components and the writing ability of Chinese characters of foreign students are analyzed by multiple linear regression analysis, and the correlation analysis of each dimension of variables is made at the same time. The results show that learners' cognitive ability for Chinese character components is most significantly correlated with learners' component combination ability and their cognitive ability for component structure position and learners' Chinese character writing ability. Then some teaching suggestions are put forward to help teachers improve teaching efficiency and reduce learners' fear of learning Chinese characters. The fourth chapter, according to the results of statistical analysis, puts forward the corresponding teaching suggestions to help teachers improve teaching efficiency, reduce the fear of foreign students to learn Chinese characters, and improve their level of Chinese characters. The fifth chapter, that is, the conclusion, points out the limitations of this study on the basis of summing up the full text, and puts forward some further research ideas.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
本文编号：2480095
[Abstract]:This paper is an experimental quantitative study on the cognition of Chinese character components of European and American students in the primary stage. The purpose of this paper is to study the influence of learners' cognitive ability of Chinese character component attributes on Chinese character writing ability, and to explore the teaching of Chinese characters in the primary stage. How to effectively improve the level of Chinese characters of European and American students through the component teaching method. The experiment mainly verifies the following three hypotheses by questionnaire: first, the stronger the learners' cognitive ability of the meaning of Chinese character components, the stronger the writing ability of Chinese characters; Hypothesis 2, the stronger the learner's ability to split and combine Chinese character components, the stronger the Chinese character writing ability; third, the stronger the learner's Chinese character component shape recognition ability is, the stronger the Chinese character writing ability is. The experimental design is based on the above three assumptions. In order to verify hypothesis one, we examined the cognitive ability of component meaning (divided into word-forming part and non-word-forming part) and component meaning translation ability of foreign students, respectively. In order to verify hypothesis 2, we examine the component combination ability and component resolution ability of foreign students respectively; in order to verify hypothesis 3, we examine the true and false word discrimination ability and the close component discrimination ability of foreign students respectively. At the same time, we take "single sentence writing ability" and "short writing ability" as the two dimensions of dependent Chinese character writing ability. The results show that the cognitive ability of component meaning in independent variables (especially the cognitive ability of components) and the ability of component combination to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability" in independent variables are shown to be "component meaning cognitive ability" and "component combination ability" to dependent variables "Chinese character single sentence writing ability" and "Chinese character short text writing ability". "the impact is very significant. According to the results of the study, we put forward three teaching principles that should be paid attention to when using the component teaching method in the teaching of Chinese characters in the primary stage, namely, paying attention to explaining the meaning of the components. Improve learners' ability to use component groups and explain changes in the shape of components. This paper is divided into five chapters: the first chapter explains the origin of this study, and clarifies the object, scope, purpose, method and steps of the study on the basis of the existing theory and previous research results. The second chapter summarizes the research on Chinese character components from the perspective of Chinese language philology, the acquisition and cognition of Chinese character components from the perspective of second language acquisition, and the research on component teaching method from the perspective of teaching method. In the third chapter, through questionnaire survey and classroom observation, the cognitive ability of Chinese character components and the writing ability of Chinese characters of foreign students are analyzed by multiple linear regression analysis, and the correlation analysis of each dimension of variables is made at the same time. The results show that learners' cognitive ability for Chinese character components is most significantly correlated with learners' component combination ability and their cognitive ability for component structure position and learners' Chinese character writing ability. Then some teaching suggestions are put forward to help teachers improve teaching efficiency and reduce learners' fear of learning Chinese characters. The fourth chapter, according to the results of statistical analysis, puts forward the corresponding teaching suggestions to help teachers improve teaching efficiency, reduce the fear of foreign students to learn Chinese characters, and improve their level of Chinese characters. The fifth chapter, that is, the conclusion, points out the limitations of this study on the basis of summing up the full text, and puts forward some further research ideas.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
【参考文献】
相关期刊论文 前9条
1 张旺熹;;从汉字部件到汉字结构——谈对外汉字教学[J];世界汉语教学;1990年02期
2 徐子亮;;对外汉语教学理论研究的新思路——对外汉语教学认知规律的探索[J];世界汉语教学;1998年02期
3 万业馨;;略论形声字声旁与对外汉字教学[J];世界汉语教学;2000年01期
4 高立群;孟凌;;外国留学生汉语阅读中音、形信息对汉字辨认的影响[J];世界汉语教学;2000年04期
5 陈慧;王魁京;;外国学生识别形声字的实验研究[J];世界汉语教学;2001年02期
6 江新;柳燕梅;;拼音文字背景的外国学生汉字书写错误研究[J];世界汉语教学;2004年01期
7 韩布新;汉字识别中部件的频率效应[J];心理科学;1998年03期
8 韩玉昌,杨文兵,隋雷;图画与中、英文词识别加工的眼动研究[J];心理科学;2003年03期
9 张积家,盛红岩;整体与部分的关系对汉字的知觉分离影响的研究[J];心理学报;1999年04期
，本文编号：2480095
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/2480095.html
