俄语母语者中俄数学符号使用习惯与文化差异研究

发布时间：2018-07-04 10:03

本文选题：数学符号 + 数学符号历史　；参考：《吉林大学》2017年硕士论文

【摘要】：数学符号和文字、语言一样,都是信息的载体,它们之所以出现是因为一个重要的目的——记录和传播信息。数学符号对于我们的生活有着不可或缺的重要意义,然而在国际汉语教学中,这些生活中耳熟能详的数学符号却没能得到应有的重视,同时外国学生因为母语的干扰、迁移等原因造成的数学符号表达偏误、书写偏误比比皆是。本文针对俄语母语者在学习和使用汉语时经常出现的数学符号偏误,选取学习和生活中出现率和使用率较高的一些数学符号,从“中俄数学符号文化发展史”、“中俄数学符号文化与使用习惯差异”、“俄语母语者使用中国数学符号的偏误分析”三个方面进行对比和分析,旨在通过两国数学符号发展历史的整理,发现不同文化背景下数学符号的使用习惯及文化差异,并通过问卷调查和偏误分析总结出偏误产生的原因,最终为俄语母语者更准确地学习汉语和使用数学符号制订出相应的教学策略。同时也希望经由本研究引起汉语教学研究界对数字符号教学的重视。本论文主要内容包括以下几个部分:第一章是绪论部分,介绍本文的选题目的、意义,研究现状、研究范围及研究方法。第二章对中俄数学符号的起源和发展历史进行探究。首先,对“数”这个概念建立开始就产生的“数学符号”阅读和书写记载方式进行整理分析,同时梳理几千年来中俄数学历史的重要数学事件,以及这些事件对两国数学文化带来的影响。第三章着重介绍中俄数学符号在文化和使用习惯上的区别,如两国人民赋予某些数字特别的寓意,以及俄语母语者用汉语使用数学符号会遇到的表达和书写问题等。第四章对俄语母语者使用中国数学符号的偏误进行分析,通过对俄罗斯新西伯利亚国立技术大学学生的调查问卷分析,得出俄语母语者在汉语听说读写等方面使用数学符号的偏误情况。并用对比分析和偏误分析理论对偏误成因进行分析,发现偏误成因主要是受母语干扰,一致性的偏误有三大类:“错序”、“遗漏”和“误加”。第五章对俄语母语者中国数学符号使用习得提出教学策略:减少直译释义法、目的语针对性练习法、增加对比解释、培养对数学文化的了解等,希望可以帮助俄语母语者以及其他国家热爱汉语的人在使用汉语学习、生活时正确运用数学符号。
[Abstract]:Mathematical symbols, like words and languages, are carriers of information. They appear for an important purpose-recording and disseminating information. Mathematical symbols play an indispensable role in our life. However, in international Chinese teaching, these familiar mathematical symbols have not been given the attention they deserve, and foreign students have been disturbed by their mother tongue. Transfer and other reasons caused by mathematical symbols expression errors, writing errors abound. Aiming at the errors of mathematical symbols that often occur in the study and use of Chinese by native speakers of Russian, this paper selects some mathematical symbols which have a high occurrence rate and high utilization rate in their study and life, and starts with the History of Mathematical symbol Culture in China and Russia. "the differences between Chinese and Russian mathematical symbol culture and usage habits" and "the error analysis of Russian native speakers using Chinese mathematical symbols" are compared and analyzed in order to sort out the development history of the two countries' mathematical symbols. The usage habits and cultural differences of mathematical symbols in different cultural backgrounds are found, and the causes of errors are summed up by questionnaire survey and error analysis. Finally, the corresponding teaching strategies are worked out for Russian native speakers to learn Chinese more accurately and use mathematical symbols. At the same time, it is hoped that the research of Chinese teaching and research should pay more attention to the teaching of digital symbols. The main content of this paper includes the following parts: the first chapter is the introduction part, which introduces the purpose, significance, research status, research scope and research methods of this paper. The second chapter explores the origin and development history of Chinese and Russian mathematical symbols. First of all, to sort out and analyze the reading and writing methods of "mathematical symbols", which were created when the concept of "number" was established, and at the same time to sort out the important mathematical events in the history of mathematics between China and Russia over the past several thousand years. And the impact of these events on the mathematical culture of the two countries. The third chapter focuses on the differences between Chinese and Russian mathematical symbols in terms of culture and usage habits, such as the special meaning given to some numbers by the people of the two countries, as well as the problems of expression and writing encountered by native speakers of Russian using mathematical symbols in Chinese. The fourth chapter analyzes the errors in the use of Chinese mathematical symbols by Russian native speakers, and analyzes the questionnaire of the students of Novosibirsk State University of Technology. The errors in the use of mathematical symbols in Chinese listening, speaking, reading and writing by Russian native speakers are obtained. It is found that the causes of errors are mainly caused by the interference of mother tongue, and there are three categories of consistent errors: "error order", "omission" and "error addition". The fifth chapter puts forward teaching strategies for the acquisition of Chinese mathematical symbols by Russian native speakers: reducing literal interpretation, target language training, increasing contrastive interpretation, cultivating understanding of mathematical culture, and so on. Hope to help Russian native speakers and people in other countries love Chinese in the use of Chinese learning, life correctly use mathematical symbols.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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