本文關鍵詞： 字本位 漢語詞匯 對外漢語教材 對外漢語教師　出處：《新疆師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：長期以來，主張強調語法的意義和功能的詞本位理論被學者們作為漢語語法體系的基礎而處在非常重要的位置,而作為漢語教學的重點和難點的漢字教學卻沒有得到應有的重視。漢字和詞語的關系并不是割裂的，他們之間因其語素的連接而具有密切的關系。而由于漢字的關鍵性地位，如果我們沒有對漢字教學進行足夠的重視，那么學者漢字觀念的整體缺乏將嚴重影響其詞匯學習效率并將給以后的漢語學習過程造成阻礙。因此，研究字本位在對外漢語詞匯中的教學具有重要重要而深遠的意義。 本論文在廣泛和大量的對國內外學者關于字本位理論研究的歷史背景和發(fā)展過程進行綜合和梳理的基礎上，結合作者自己的觀點對整個字本位理論在對外漢語詞匯教學中的現狀進行了總體的概述和評價。尋找字本位教學的理論基礎并深入探討漢字教學在詞匯教學乃至整個對外漢語教學中的重要地位，對當前字本位教學的現狀有了一個合理的估計和概括。在此基礎上，設計了以中亞留學生為研究對象的關于字本位在對外漢語詞匯教學中的研究實驗。在認真確定實驗對象、思路、內容和方法的基礎上，，針對來疆的中亞留學生班級的漢語教學進行了大膽的調整，進行了較長時間的觀察、記錄和分析，在將實驗結果進行總結以后，進一步證明了漢字教學在對外漢語詞匯教學中的舉足輕重的地位，較為完整的補充了字本位理論在對外漢語詞匯教學中實踐層面的內容。 經過上述理論分析和實驗結論形成關于字本位理論在對外漢語教學的應用的合理化的建議，主要包括對編寫對外漢語教材的啟發(fā)和對對外漢語教師教學的啟發(fā)兩個方面。在教材編寫方面，應遵循有理性原則、適用于學習者的原則等原則。對對外漢語教師的建議包括教學時應針對學生水平的不同，及時調整教學方法；充分利用復現率，提高學生記憶的效率以及把字義理解作為學生詞義理解的延伸點等幾個方面。特別是針對漢字自身的數量大、結構復雜以及數量眾多的特點，如何設計出符合學生自身的認知理論的特點和當前對外漢語教學發(fā)展方向的較為全面而詳盡的對外漢語教材是重中之重。當然，鑒于作者自身水平有限，這些建議是否能夠很好的應用還要經過實踐的驗證和歷史的檢驗
[Abstract]:For a long time, the word-based theory, which emphasizes the meaning and function of grammar, has been placed in a very important position by scholars as the foundation of Chinese grammar system. However, the teaching of Chinese characters, which is the key and difficult point of Chinese language teaching, has not received due attention. The relationship between Chinese characters and words is not separated, but they are closely related to each other because of the connection of their morpheme. However, because of the key position of Chinese characters, If we do not pay enough attention to the teaching of Chinese characters, then the overall lack of scholars' concept of Chinese characters will seriously affect their vocabulary learning efficiency and will hinder the process of learning Chinese in the future. The study of word-based teaching in Chinese as a foreign language is of great significance. This thesis is based on the extensive and extensive research on the historical background and development process of Chinese and foreign scholars' research on word-based theory. Combined with the author's own viewpoint, this paper gives a general overview and evaluation of the present situation of the whole word-based theory in the teaching of vocabulary as a foreign language. It seeks for the theoretical basis of word-based teaching and probes deeply into the role of Chinese character teaching in vocabulary teaching and even in the teaching of Chinese characters. The important position in the whole teaching of Chinese as a foreign language, This paper gives a reasonable estimate and summary of the present situation of word-based teaching. On the basis of this, the author designs a research experiment on word-based teaching of Chinese as a foreign language with the students of Central Asia as the object of study. On the basis of ideas, contents and methods, this paper makes a bold adjustment to the Chinese teaching in the classes of foreign students from Central Asia to Xinjiang, and makes a long period of observation, recording and analysis. After summarizing the experimental results, It further proves that the teaching of Chinese characters plays an important role in the teaching of Chinese vocabulary as a foreign language, and complements the content of the theory of character standard in the practical level of vocabulary teaching of Chinese as a foreign language. Based on the above theoretical analysis and experimental conclusions, it is proposed to rationalize the application of word-based theory in teaching Chinese as a foreign language. It mainly includes two aspects: inspiration for compiling Chinese as a foreign language textbook and inspiration for teaching Chinese as a foreign language teacher. The principles applicable to learners. The suggestions for teachers of Chinese as a foreign language include adjusting the teaching methods in time according to the students' different levels, making full use of the repetition rate, Improving the efficiency of students' memory and taking the meaning understanding as the extension point of the students' understanding of word meaning, especially in view of the large quantity, complex structure and numerous quantity of Chinese characters, How to design a comprehensive and detailed teaching material that accords with the characteristics of the students' cognitive theory and the development direction of teaching Chinese as a foreign language is the most important. Of course, in view of the author's limited level, Whether these suggestions can be applied well is verified by practice and history.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【參考文獻】

相關期刊論文 前10條

1 錢旭菁;漢語閱讀中的伴隨性詞匯學習研究[J];北京大學學報(哲學社會科學版);2003年04期

2 徐彩華;漢字教學中的幾個認知心理問題[J];北京師范大學學報(人文社會科學版);2000年06期

3 周國光;詞匯的心理屬性和詞匯的體系性[J];華南師范大學學報(社會科學版);2003年01期

4 劉曉梅;;當代漢語新詞語語素的表義關系考察[J];華南師范大學學報(社會科學版);2005年05期

5 章章;;使?jié)h字成為對外漢語教學的工具——“字本位”理論與教學法探討[J];懷化學院學報;2007年10期

6 張德鑫;;從“詞本位”到“字中心”——對外漢語教學的戰(zhàn)略轉移[J];漢語學報;2006年02期

7 王樹齋;漢語復合詞詞素義和詞義的關系[J];漢語學習;1993年02期

8 王素云;對外漢語教材生詞表編譯中的幾個問題[J];漢語學習;1999年06期

9 賈穎;字本位與對外漢語詞匯教學[J];漢語學習;2001年04期

10 趙果;“我國”中的“我”——兼論對外漢語詞匯教學[J];漢語學習;2002年04期

相關碩士學位論文 前5條

1 宋美娜;偏正式復合名詞的詞義與語素義研究[D];東北師范大學;2003年

2 郭勝春;漢語語素義在留學生詞義獲得中作用的實驗研究[D];北京語言文化大學;2003年

3 劉琛;從認知心理學的角度看對外漢語詞匯教學[D];華東師范大學;2004年

4 徐曉羽;留學生復合詞認知中的語素意識[D];北京語言大學;2004年

5 陳萍;漢語語素義對留學生詞義獲得的影響研究[D];暨南大學;2005年

本文編號：1510173