以词组为基点的初级阶段对外汉语教学研究

发布时间：2018-07-18 09:01

【摘要】：受汉语本体"词组本位"观的影响,在对外汉语教学中,人们越来越重视词组的教学。但是以词组为基点的对外汉语教学还更多地处于理论阶段,缺乏教学实践的检验与分析。本文在分析总结了 "词组本位"对外汉语教学现状的基础上,论证了以词组为基点的对外汉语教学的必要性和可行性;构建出以词组为基点的初级阶段对外汉语教学样例;并在实际教学中检验、丰富和完善词组本位理论在对外汉语教学中的运用。本篇文章共分为六个部分:第一部分为绪论,介绍研究的缘起,学术界关于词组本位对外汉语教学的研究现状,研究的目的和意义以及研究的方法和思路。对外汉语教学界虽越来越重视词组在对外汉语教学中的作用,指出可将"词组本位"运用于对外汉语教学法中,但"词组本位"贯彻于对外汉语教学中能否提高教学效果和习得效率?如何在对外汉语教学中真实具体地贯彻"词组本位"?这些问题需要进一步研究。本文的研究意义主要包括以下三个方面:丰富和完善"词组本位"理论,以指导对外汉语教学;以词组为基点的对外汉语教学,可以提高学生学习效果和交际能力;结合实际教学,完善教学策略。第二部分为汉语词组研究。本部分从历时的角度,描述汉语词组研究的主要情况。分为"词组本位"提出前的汉语词组研究和"词组本位"提出后的汉语词组研究两个部分。词组的研究经历了漫长的过程,对短语的认识也在不断完善和发展。"词组本位"语法体系的提出,特别是在寻找汉语自身特点方面的价值,是方法论上的一大进步;对词组研究的加深,也促进了词、句子的研究。第三部分为词组为基点的对外汉语教学的理据。文章阐述了以词组为基点的对外汉语教学的必要性和可行性。首先分析了词组在对外汉语教学中的重要性,并结合日常生活中词组的应用情况,阐述了以词组为基点的对外汉语教学的必要性。接着从汉语的基本特点、认知心理学相关理论、传统蒙童汉语入门的经验三方面阐述以词组为基点的对外汉语教学的可行性。第四部分为词组为基点的对外汉语初级阶段教学样例构建与教学试验。首先对对外汉语初级阶段的界定和困难进行说明,再结合《汉语国际教育用音节汉字词汇等级划分》中的一级(初级)词汇和《汉语水平等级标准与语法等级大纲》中的甲、乙级语法,依据一定的方法和程序,构建出以词组为基点的初级阶段对外汉语教学样例,在此基础上进行教学试验,并对教学作出相应的思考。第五部分为教学效果分析与教学建议。采用封闭式问题问卷调查,向安徽大学汉语国际教育学院初级1A班和初级1B班20名留学生进行问卷调查后,进行了相应的教学效果检测与分析,在此基础上给出教学建议。问卷包括个人信息部分和题目部分。第六部分为结语,对全文的主要观点和结论进行概括。
[Abstract]:Influenced by the concept of "phrase standard", people pay more and more attention to phrase teaching in teaching Chinese as a foreign language. However, the phrase-based teaching of Chinese as a foreign language is still more in the theoretical stage, lack of teaching practice test and analysis. On the basis of analyzing and summarizing the present situation of phrase based teaching of Chinese as a foreign language, this paper demonstrates the necessity and feasibility of teaching Chinese as a foreign language on the basis of phrase, and constructs an example of teaching Chinese as a foreign language at the primary stage based on phrase. The application of phrase-based theory in teaching Chinese as a foreign language is tested and perfected in practical teaching. This article is divided into six parts: the first part is an introduction, introducing the origin of the study, the current situation of the academic research on phrase based Chinese teaching as a foreign language, the purpose and significance of the research, and the research methods and ideas. Although more and more attention has been paid to the role of phrases in teaching Chinese as a foreign language, it is pointed out that the phrase standard can be applied to the teaching of Chinese as a foreign language. But can we improve the teaching effect and acquisition efficiency through the implementation of phrase standard in teaching Chinese as a foreign language? How to carry out the phrase standard in teaching Chinese as a foreign language? These problems need further study. The research significance of this paper mainly includes the following three aspects: enriching and perfecting the "phrase standard" theory to guide the teaching of Chinese as a foreign language, improving the students' learning effect and communicative competence by using the phrase as the basis of teaching Chinese as a foreign language; Combine the actual teaching, perfect the teaching strategy. The second part is a study of Chinese phrases. This part describes the main research situation of Chinese phrases from a diachronic point of view. It is divided into two parts: the research of Chinese phrases before the put forward of phrase standard and the study of Chinese phrases after phrase standard is put forward. The study of phrases has gone through a long process, and the understanding of phrases is constantly improving and developing. " The presentation of the phrase-based grammar system, especially the value of finding out the characteristics of Chinese itself, is a great progress in methodology, and the deepening of the study of phrases has also promoted the study of words and sentences. The third part is the motivation of phrase-based teaching of Chinese as a foreign language. This paper expounds the necessity and feasibility of teaching Chinese as a foreign language based on phrases. This paper first analyzes the importance of phrases in teaching Chinese as a foreign language, and expounds the necessity of teaching Chinese as a foreign language on the basis of phrases combined with the application of phrases in daily life. Then the feasibility of teaching Chinese as a foreign language based on phrases is expounded from the following three aspects: the basic characteristics of Chinese, the related theories of cognitive psychology, and the experience of the introduction of traditional Mongolian Chinese. The fourth part is the construction and teaching experiment of Chinese as a foreign language teaching sample. First, it explains the definition and difficulty of the initial stage of TCFL, and then combines the first (primary) vocabulary in Chinese syllabic Chinese Vocabulary Classification for Chinese International Education and A in the outline of Chinese level Grade Standard and Grammar Grade. According to certain methods and procedures, a sample example of teaching Chinese as a foreign language at the primary stage based on phrases is constructed. On the basis of this, the teaching experiment is carried out, and the corresponding thinking about teaching is made. The fifth part is teaching effect analysis and teaching suggestion. A closed questionnaire survey was conducted to 20 students from the Primary 1A Class and the Primary 1B Class of the College of Chinese International Education of Anhui University, and the corresponding teaching effect was tested and analyzed. On the basis of this, some teaching suggestions were put forward. The questionnaire includes the personal information part and the topic section. The sixth part is the conclusion, summarizes the main points and conclusions of the full text.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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