《桥梁—实用汉语中级教程》中的文化因素分析

发布时间：2018-07-08 21:18

本文选题：汉语国际教学 + 文化教学　；参考：《重庆师范大学》2016年硕士论文

【摘要】：汉语国际教学中的文化教学受到了越来越多的关注,与之相关的研究数量很多,研究成果丰硕。由于文化教学缺乏完善的系统性大纲,在教学过程中,对教材的依赖性很强。而针对教材中文化因素的选取、编排、呈现方式所作的研究并不多见。鉴于此,本文以《桥梁——实用汉语中级教程》为研究对象,以姚春木、卞觉非的“114文化项目”为文化因素分类标准,对教材中的文化因素进行统计分析,最终将理论与实践相结合,对教材中文化因素的选取、编排、呈现方式提出可行性建议。本文主要包括五个部分:第一部分:介绍选题意义,整合、分析针对汉语国际教学、教材中文化因素的相关研究现状及成果,通过梳理国内外对文化内涵与文化因素界定的理论文献,针对《桥梁——实用汉语中级教程》,选择姚春木、卞觉非的“114”项文化因素为本文所用分类标准;阐释本文的写作思路和研究方法,以《桥梁——实用汉语中级教程》为研究对象,主要使用文献研究法和数据统计法,通过耙梳整理教材中的文化因素及其分类,分析文化因素的选取与呈现方式是否合理。第二部分:对《桥梁——实用汉语中级教程》中的文化因素进行数据统计,在统计过程中,做穷尽式搜集整理;对数据结果进行分析和讨论,探讨教材中文化因素的选取和分布特点。以表格形式罗列教材主副课文、生字词语的文化因素,进行数据统计与分析,据分析统计结果可得,《桥梁——实用汉语中级教程》中的文化因素覆盖面广泛,种类齐全,在文化行为与文化心理两个项目中,各有偏重。第三部分:对《桥梁——实用汉语中级教程》中文化因素的呈现方式进行描述分析,结合示例分析其特点与不足之处。教材中文化因素的主要呈现方式主要是课文、生字词汇、课后习题及专项部分,形式多样,功能齐全,但特别的文化因素未给予特别对待,交际性呈现方式出现少。第四部分:以所得数据及对其所作分析研究结果为理论依据,对教材中文化因素的选取与呈现提出建议,文化因素的选取要注重比例协调,具备多元性、跨文化交际意识等特质,其呈现方式也应选择得当,主要文化因素应以课文为主要呈现方式,适当增加交际性呈现方式。
[Abstract]:More and more attention has been paid to culture teaching in international Chinese teaching. Due to the lack of a complete systematic outline of cultural teaching, the teaching process is highly dependent on teaching materials. However, there are few studies on the selection, arrangement and presentation of cultural factors in textbooks. In view of this, this paper takes "Bridge-practical Chinese Intermediate course" as the research object, takes Yao Chunmu and Bian Chueh-fei 's "114 Culture Project" as the classification standard of cultural factors, and makes a statistical analysis of the cultural factors in the textbook. Finally, combining theory with practice, the author puts forward some feasible suggestions on the selection, arrangement and presentation of cultural factors in textbooks. This paper mainly includes five parts: the first part: introduce the significance of the topic, integration, analysis of the international teaching of Chinese, teaching materials of cultural factors related to the status quo and results, Through combing the theoretical literature on the definition of cultural connotation and cultural factors at home and abroad, aiming at "Bridge-practical Chinese Intermediate course", this paper chooses Yao Chunmu and Bian Chueh-fei 's "114" cultural factors as the classification standard used in this paper. This paper explains the writing ideas and research methods of this paper, taking "Bridge-Utility Chinese Intermediate course" as the research object, mainly using the literature research method and the data statistics method, sorting out the cultural factors and their classification in the textbooks through raking. To analyze whether the selection and presentation of cultural factors is reasonable. The second part: statistics on the cultural factors in "Bridge-practical Chinese Intermediate course". In the process of statistics, we make exhaustive collection and arrangement, analyze and discuss the results of the data. This paper discusses the selection and distribution of cultural factors in textbooks. The main and secondary texts of the textbook are listed in tabular form, and the cultural factors of the new words and phrases are listed. According to the statistical results, the cultural factors in the "Bridge-Utility Chinese Intermediate course" have a wide range of coverage and various types. In the cultural behavior and the cultural psychology two projects, each has the partial emphasis. The third part describes and analyzes the presentation of cultural factors in "Bridge-practical Chinese Intermediate course", and analyzes its characteristics and shortcomings with examples. The main presentation methods of cultural factors in textbooks are text, vocabulary of new characters, exercises and special parts after class, which have various forms and complete functions, but the special cultural factors are not given special treatment, and there are few communicative presentation methods. The fourth part: based on the data obtained and the results of the analysis and research, the author puts forward some suggestions on the selection and presentation of cultural factors in the teaching materials. The selection of cultural factors should pay attention to the coordination of proportion and be pluralistic. The main cultural factors should take the text as the main presentation mode and increase the communicative presentation mode.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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