《博雅汉语》复合趋向补语教学研究
发布时间：2019-06-26 12:44
【摘要】：随着汉语热风靡全球,学习汉语不仅是学习一种技能,更是一种风尚,然而随着汉语学习者的不断增多以及汉语学习者的不同需求,如何教授汉语,以及如何高效地学习汉语,成了许多人研究的重点,而在这其中复合趋向补语的教学也引起了大家的普遍关注。首先,本篇文章主要以研究汉语中的复合趋向补语的教学为主,笔者通过研究国内知名教材《博雅汉语》中复合趋向补语的展示的情况,发现了《博雅汉语》系列教材对复合趋向补语的讲解存在着引入形式不佳,知识点分布“阵线”长、练习量不足且形式单一等问题。针对这些问题,笔者从对外汉语教师的角度出发,以“上去、上来、下去、下来、起来”为例,具体而详细地提出了引入时可采用归纳法,教师讲解时,除了要对“上去、上来、下去、下来、起来”进行单独地、系统地讲解外,还应该注意他们之间的区别,比如：“上去”和“上来”的区别以及“起来”和“下来”、“下去”的区别等等。笔者认为只有教师对容易混淆的复合趋向动词进行了有意识地区别,才有利于学生彻底地掌握汉语复合趋向动词的用法。同时,笔者认为虽然有宾语的复合趋向补语的位置在《博雅汉语》中已经被重视且在教材中有详细的讲解,但在教学中,笔者认为教师的讲解还是应该尽可能的简洁明了,教师甚至可以从练习入手,边讲边练,这样可以帮助学生更好地掌握复合趋向补语。其次,针对《博雅汉语》教材复合趋向补语练习量不足且形式单一的问题,笔者提出可在学习复合趋向补语前,先进行简单趋向补语的练习,然后,精讲多练,以不同的练习形式,由易到难,层层深入,递进式地给学生进行复合趋向补语的练习。且笔者认为教师不仅应该在学习复合趋向补语时进行练习,而且在学习完复合趋向补语这一语言点之后,也要注意时常创造机会为学生就复合趋向补语这一语言点进行复现,只有这样学生才能更好地掌握复合趋向补语。最后,笔者结合了《博雅汉语》复合趋向补语内容的分析情况,从学生学习复合趋向补语的错误和笔者自身的教学实践情况出发,为对外汉语教学中复合趋向补语这一内容的课堂教学和教材编写提出了几点建议,希望这些建议能够为对外汉语教学做出贡献。
[Abstract]:With the popularity of Chinese all over the world, learning Chinese is not only a skill, but also a fashion. However, with the increasing number of Chinese learners and the different needs of Chinese learners, how to teach Chinese and how to learn Chinese efficiently has become the focus of many people's research, and the teaching of compound directional complement has also aroused widespread concern. First of all, this paper mainly studies the teaching of compound trend complement in Chinese. By studying the display of compound trend complement in the famous textbook "Boya Chinese" in China, the author finds that there are some problems in the explanation of compound trend complement in the series of "Boya Chinese" series, such as the introduction form is not good, the distribution of knowledge points is long, the amount of practice is insufficient and the form is single. In view of these problems, from the point of view of teachers of Chinese as a foreign language, taking "up, down, up" as an example, the author puts forward in detail that induction can be adopted in the introduction of Chinese as a foreign language. When the teacher explains it, he should not only explain it separately and systematically, but also pay attention to the difference between them. For example: the difference between "up" and "up" and the difference between "get up" and "come down", "down" and so on. The author thinks that only by consciously distinguishing the compound directional verbs which are easy to be confused can the students master the usage of the Chinese compound directional verbs thoroughly. At the same time, the author thinks that although the position of compound directional complement with object has been paid attention to in "Boya Chinese" and has been explained in detail in the teaching material, the author thinks that the teacher's explanation should be as concise and clear as possible, and the teacher can even start with practice and practice while speaking, which can help students to better master the compound directional complement. Secondly, in order to solve the problem of insufficient practice quantity and single form of compound directional complement in "Boya Chinese" textbook, the author puts forward that the practice of simple directional complement can be carried out before learning compound directional complement, and then, with different forms of practice, students can practice compound directional complement step by step with different forms of practice, from easy to difficult, layer by layer, and step by step. Moreover, the author believes that teachers should not only practice when learning compound trend complement, but also pay attention to creating opportunities for students to repeat the language point of compound trend complement after learning the language point of compound trend complement, so that students can better master the compound trend complement. Finally, based on the analysis of the content of the compound directional complement in Boya Chinese, the author puts forward some suggestions for the classroom teaching and textbook compilation of the compound directional complement in the teaching of Chinese as a foreign language from the perspective of the students' mistakes in learning the compound directional complement and the author's own teaching practice. It is hoped that these suggestions can contribute to the teaching of Chinese as a foreign language.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195
本文编号：2506187
[Abstract]:With the popularity of Chinese all over the world, learning Chinese is not only a skill, but also a fashion. However, with the increasing number of Chinese learners and the different needs of Chinese learners, how to teach Chinese and how to learn Chinese efficiently has become the focus of many people's research, and the teaching of compound directional complement has also aroused widespread concern. First of all, this paper mainly studies the teaching of compound trend complement in Chinese. By studying the display of compound trend complement in the famous textbook "Boya Chinese" in China, the author finds that there are some problems in the explanation of compound trend complement in the series of "Boya Chinese" series, such as the introduction form is not good, the distribution of knowledge points is long, the amount of practice is insufficient and the form is single. In view of these problems, from the point of view of teachers of Chinese as a foreign language, taking "up, down, up" as an example, the author puts forward in detail that induction can be adopted in the introduction of Chinese as a foreign language. When the teacher explains it, he should not only explain it separately and systematically, but also pay attention to the difference between them. For example: the difference between "up" and "up" and the difference between "get up" and "come down", "down" and so on. The author thinks that only by consciously distinguishing the compound directional verbs which are easy to be confused can the students master the usage of the Chinese compound directional verbs thoroughly. At the same time, the author thinks that although the position of compound directional complement with object has been paid attention to in "Boya Chinese" and has been explained in detail in the teaching material, the author thinks that the teacher's explanation should be as concise and clear as possible, and the teacher can even start with practice and practice while speaking, which can help students to better master the compound directional complement. Secondly, in order to solve the problem of insufficient practice quantity and single form of compound directional complement in "Boya Chinese" textbook, the author puts forward that the practice of simple directional complement can be carried out before learning compound directional complement, and then, with different forms of practice, students can practice compound directional complement step by step with different forms of practice, from easy to difficult, layer by layer, and step by step. Moreover, the author believes that teachers should not only practice when learning compound trend complement, but also pay attention to creating opportunities for students to repeat the language point of compound trend complement after learning the language point of compound trend complement, so that students can better master the compound trend complement. Finally, based on the analysis of the content of the compound directional complement in Boya Chinese, the author puts forward some suggestions for the classroom teaching and textbook compilation of the compound directional complement in the teaching of Chinese as a foreign language from the perspective of the students' mistakes in learning the compound directional complement and the author's own teaching practice. It is hoped that these suggestions can contribute to the teaching of Chinese as a foreign language.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195
【相似文献】
相关期刊论文 前10条
1 洪琳;论复合趋向补语的教学研究[J];云南师范大学学报;2004年05期
2 李倩;;浅论复合趋向补语“起来”——兼谈“起来”与“起去”的不对称[J];哈尔滨学院学报;2011年06期
3 李恒敏;谭慧;;复合趋向补语引申用法教学顺序探究[J];长江大学学报(社科版);2013年02期
4 汤玲;;复合趋向补语“过来”引申义的认知与习得[J];海外华文教育;2011年02期
5 徐丽;;汉语复合趋向补语引申用法的习得研究[J];现代语文(语言研究版);2007年04期
6 王巧足;;谈复合趋向补语的教学[J];现代语文(语言研究版);2008年12期
7 蔡绿;复合趋向补语语义的虚化[J];西南交通大学学报(社会科学版);2005年03期
8 周永惠;复合趋向补语的趋向意义[J];四川师范大学学报(社会科学版);1991年02期
9 马超;;从标记理论看复合趋向补语的习得[J];德州学院学报;2008年05期
10 戴丽芳;;印尼留学生复合趋向补语偏误分析[J];福建论坛(人文社会科学版);2011年S1期
相关硕士学位论文 前10条
1 李卢梅;基于中韩对比分析的复合趋向补语结果义习得调查研究[D];山东大学;2015年
2 张程程;日本留学生学习汉语复合趋向补语的偏误分析及教学对策[D];辽宁师范大学;2015年
3 沈菲菲;初中级阶段蒙古国学生复合趋向补语的习得研究[D];吉林大学;2016年
4 马建青;基于语料库的复合趋向补语引串义搭配的不对称性分析[D];山东大学;2016年
5 冯华君;《博雅汉语》复合趋向补语教学研究[D];云南大学;2016年
6 张琳婧;汉语复合趋向补语的应用考察及教学建议[D];山东大学;2012年
7 吴红霞;复合趋向补语“上来、上去、下来、下去”的教学研究[D];曲阜师范大学;2013年
8 陈氏红;越南学生汉语复合趋向补语“起来”引申义的教学研究[D];辽宁大学;2014年
9 杜芳芳;外国留学生复合趋向补语引申用法的习得研究[D];华中师范大学;2010年
10 土手美树;日本学生汉语复合趋向补语引申义习得偏误分析及教学对策[D];上海外国语大学;2012年
，本文编号：2506187
本文链接：https://www.wllwen.com/wenyilunwen/yuyanyishu/2506187.html
