新HSK6级阅读题型及应试策略研究
发布时间：2018-09-05 09:33
【摘要】：自2009年11月以来,国家汉办正式推出新汉语水平考试并受到广泛关注,通过这项考试也成为目前部分母语为非汉语的学习者来华学习或工作的一项要求。新HSK6级作为这项考试的最高等级,其难度之大是不言而喻的,且阅读部分作为该试题的主要部分被很多考生认为是最难的部分。目前学者对新HSK6级试题的研究多集中于旧HSK高等与新HSK6级在等级、词汇、理论基础、题型方面的对比;关于阅读部分的研究多集中于对模拟题、真题的统计分析,但真题数量较少,且分析角度有限;提出的应试策略多从题型入手进行分析。因此,本文以新HSK6级阅读部分为研究对象,对《HSK中国汉语水平考试大纲(高等)》与《新汉语水平考试大纲HSK(六级)》两部大纲的汉字重复率方面进行对比,以此探索两套大纲之间的传承关系;对阅读部分的研究建立在对2010年至2013年连续四年真题的统计分析上,提高了研究结果的可信度,且丰富了对试题的分析角度;应试策略的提出以分析学生备考、阅读教学及阅读教材现状为前提,为提高学生HSK6级阅读成绩提出更全面的建议。本文共七部分,第一部分为绪论,首先介绍了本课题研究的目的及意义,然后结合研究内容阐述了具体的研究方法,最后从新旧HSK对比、新HSK6级阅读、阅读教学、对外汉语阅读方法与策略及阅读教材五个方面介绍研究现状,为本课题的研究提供借鉴意义。第二部分为旧HSK高等与新HSK6级在等级、汉字、词汇和题型四方面的对比分析。通过分析笔者发现新HSK6级与旧HSK高等之间存在紧密的联系,且新HSK6级试题设置得更为合理。第三部分深入具体地分析新HSK6级阅读的四部分。对查找病句部分,从病句类型角度统计分析;对选词填空部分,从词性及成语的分布角度统计分析;对选句填空部分,从语句间的逻辑关系及衔接方式角度统计分析;对短文阅读,从问题类型、短文话题及短文篇幅三个角度进行分析。第四部分笔者通过调查问卷了解留学生备考新HSK6级阅读部分的现状,并分析其存在的问题,最后结合试题及备考心态等提出应对策略。第五部分分析研究阅读课教学的现状,并提出教学改进策略。通过课堂观察、访谈及调查问卷分析,笔者提出目前阅读课教学的不足,从教师教学的角度提出应对新HSK6级阅读考试的策略。第六部分从词汇、文章内容、文章长度及练习题四个角度分析阅读教材《发展汉语高级阅读》的编写现状,并结合对新HSK6级阅读试题及调查问卷分析结果提出相应的编写建议。第七部分为结语,总结了本课题的研究成果及存在的不足之处。希望本文提出的策略对提高学生阅读能力和HSK6级阅读成绩有所帮助,且对目前阅读课教学及阅读教材编写提供一些借鉴意义。
[Abstract]:Since November 2009, the State Office of Chinese has officially launched the New Chinese proficiency Test and received extensive attention. Passing this examination has also become a requirement for some non-Chinese native speakers to study or work in China at present. The difficulty of the new HSK6, the highest level of the exam, is self-evident, and reading is considered by many candidates to be the most difficult part of the exam. At present, scholars' researches on the new HSK6 level are mostly focused on the comparison between the old HSK higher level and the new HSK6 level in terms of grade, vocabulary, theoretical basis and question type, and the reading part mainly focuses on the statistical analysis of the simulation questions and the real questions. However, the number of real questions is relatively small, and the analysis angle is limited. Therefore, taking the reading part of the new HSK6 level as the research object, this paper compares the repetition rate of Chinese characters between the < HSK outline of Chinese proficiency examination (higher) > and the outline of New Chinese proficiency Test outline HSK (level 6). In order to explore the inheritance relationship between the two sets of syllabuses, the reading part of the study is based on the statistical analysis of the four consecutive years from 2010 to 2013, which improves the credibility of the research results and enriches the analysis angle of the test questions. On the premise of analyzing the present situation of students' preparation for the examination, reading teaching and reading teaching materials, the paper puts forward more comprehensive suggestions for improving students' reading scores at HSK6 level. This article has seven parts, the first part is the introduction, first introduced the purpose and significance of this research, then combined the research content elaborated the concrete research method, finally from the new old HSK contrast, the new HSK6 level reading, the reading teaching, This paper introduces the research status of reading methods and strategies and reading materials in TCFL, which provides reference for the research of this topic. The second part is the comparative analysis of the old HSK higher level and the new HSK6 level in four aspects: grade, Chinese character, vocabulary and question type. The author finds that there is a close relationship between the new HSK6 level and the old HSK higher level, and the new HSK6 level test questions are set more reasonably. The third part analyzes the four parts of the new HSK6 reading. The statistical analysis is made from the perspective of the type of the ill sentence, the part of choosing words and the distribution of idioms, and the logical relationship between sentences and the way of cohesion, for the part of finding the sick sentence, and the statistical analysis for the part of finding the sick sentence, as well as the statistical analysis of the distribution of the idiom and the part of the choice of words. This paper analyzes the short passage reading from three angles: question type, short passage topic and short passage length. In the fourth part, the author investigates the current situation of the reading part of the new HSK6 level, and analyzes the existing problems. Finally, combined with the test questions and the mentality of preparing for the test, the author puts forward some countermeasures. The fifth part analyzes the present situation of reading teaching and puts forward teaching improvement strategies. Through classroom observation, interview and questionnaire analysis, the author points out the deficiency of reading class teaching at present, and puts forward some strategies to deal with the new HSK6 reading test from the perspective of teachers' teaching. In the sixth part, the author analyzes the current situation of compiling the reading textbook "developing Chinese Advanced Reading" from four angles of vocabulary, content, length and exercises, and puts forward corresponding suggestions for compiling the new HSK6 reading test and the results of the questionnaire. The seventh part is the conclusion, summarizes the research results and the shortcomings of this topic. It is hoped that the strategies proposed in this paper will be helpful to the improvement of students' reading ability and the reading scores of HSK6 level, and will also provide some reference significance for the current reading teaching and the compilation of reading textbooks.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195
本文编号：2223880
[Abstract]:Since November 2009, the State Office of Chinese has officially launched the New Chinese proficiency Test and received extensive attention. Passing this examination has also become a requirement for some non-Chinese native speakers to study or work in China at present. The difficulty of the new HSK6, the highest level of the exam, is self-evident, and reading is considered by many candidates to be the most difficult part of the exam. At present, scholars' researches on the new HSK6 level are mostly focused on the comparison between the old HSK higher level and the new HSK6 level in terms of grade, vocabulary, theoretical basis and question type, and the reading part mainly focuses on the statistical analysis of the simulation questions and the real questions. However, the number of real questions is relatively small, and the analysis angle is limited. Therefore, taking the reading part of the new HSK6 level as the research object, this paper compares the repetition rate of Chinese characters between the < HSK outline of Chinese proficiency examination (higher) > and the outline of New Chinese proficiency Test outline HSK (level 6). In order to explore the inheritance relationship between the two sets of syllabuses, the reading part of the study is based on the statistical analysis of the four consecutive years from 2010 to 2013, which improves the credibility of the research results and enriches the analysis angle of the test questions. On the premise of analyzing the present situation of students' preparation for the examination, reading teaching and reading teaching materials, the paper puts forward more comprehensive suggestions for improving students' reading scores at HSK6 level. This article has seven parts, the first part is the introduction, first introduced the purpose and significance of this research, then combined the research content elaborated the concrete research method, finally from the new old HSK contrast, the new HSK6 level reading, the reading teaching, This paper introduces the research status of reading methods and strategies and reading materials in TCFL, which provides reference for the research of this topic. The second part is the comparative analysis of the old HSK higher level and the new HSK6 level in four aspects: grade, Chinese character, vocabulary and question type. The author finds that there is a close relationship between the new HSK6 level and the old HSK higher level, and the new HSK6 level test questions are set more reasonably. The third part analyzes the four parts of the new HSK6 reading. The statistical analysis is made from the perspective of the type of the ill sentence, the part of choosing words and the distribution of idioms, and the logical relationship between sentences and the way of cohesion, for the part of finding the sick sentence, and the statistical analysis for the part of finding the sick sentence, as well as the statistical analysis of the distribution of the idiom and the part of the choice of words. This paper analyzes the short passage reading from three angles: question type, short passage topic and short passage length. In the fourth part, the author investigates the current situation of the reading part of the new HSK6 level, and analyzes the existing problems. Finally, combined with the test questions and the mentality of preparing for the test, the author puts forward some countermeasures. The fifth part analyzes the present situation of reading teaching and puts forward teaching improvement strategies. Through classroom observation, interview and questionnaire analysis, the author points out the deficiency of reading class teaching at present, and puts forward some strategies to deal with the new HSK6 reading test from the perspective of teachers' teaching. In the sixth part, the author analyzes the current situation of compiling the reading textbook "developing Chinese Advanced Reading" from four angles of vocabulary, content, length and exercises, and puts forward corresponding suggestions for compiling the new HSK6 reading test and the results of the questionnaire. The seventh part is the conclusion, summarizes the research results and the shortcomings of this topic. It is hoped that the strategies proposed in this paper will be helpful to the improvement of students' reading ability and the reading scores of HSK6 level, and will also provide some reference significance for the current reading teaching and the compilation of reading textbooks.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195
【参考文献】
相关期刊论文 前10条
1 段丽馥;;支架式教学法之“支架”在英语阅读中的应用研究[J];海外英语;2016年06期
2 李国慧;;基于语境理论的对外汉语阅读教学研究[J];语文教学通讯·D刊(学术刊);2013年10期
3 陆烨;;有声思维在英语阅读中的应用——以大二学生CET6阅读理解为例[J];西华大学学报(哲学社会科学版);2013年03期
4 吕禾;;新旧HSK词汇大纲比较研究[J];黑龙江社会科学;2012年04期
5 苗壮;;HSK中五级六级阅读试题词汇衔接手段对比研究[J];语文学刊;2012年12期
6 张晋军;李佩泽;李亚男;解妮妮;黄蕾;;对新汉语水平考试的新思考[J];中国考试;2012年02期
7 贾君叶;;新旧HSK之比较[J];安徽文学(下半月);2010年12期
8 朱勇;;汉语阅读教材编写中的若干对矛盾[J];语言教学与研究;2010年06期
9 钱旭菁;;汉语语块研究初探[J];北京大学学报(哲学社会科学版);2008年05期
10 刘旭;;浅谈HSK阅读理解要点与汉语阅读教学策略[J];新疆教育学院学报;2007年01期
相关硕士学位论文 前10条
1 韩晔;新HSK6级阅读试题分析及教学策略研究[D];哈尔滨师范大学;2015年
2 苏威旭;高级汉语水平韩国留学生阅读能力培养研究[D];吉林大学;2014年
3 曹若楠;元认知策略训练对提高HSK成绩的研究[D];安徽大学;2014年
4 罗宁宁;新HSK六级阅读理解应试技巧探索[D];黑龙江大学;2014年
5 郝俊茹;中级汉语阅读教材调查分析[D];北京大学;2013年
6 杜彬;对外汉语测试教学研究[D];吉林大学;2013年
7 李珠花;新汉语水平考试六级阅读第一部分病句试题统计与分析[D];华中科技大学;2012年
8 朴恩婷;新旧《汉语水平考试（HSK）大纲》对比分析[D];山东大学;2011年
9 张晶;来华预科留学生汉语阅读策略调查研究[D];山东大学;2011年
10 孙林;图式理论的应用对英语阅读理解成绩的影响[D];东北师范大学;2010年
，本文编号：2223880
本文链接：https://www.wllwen.com/wenyilunwen/yuyanyishu/2223880.html
