本文選題：對(duì)外漢語(yǔ)　切入點(diǎn)：中級(jí)閱讀課　出處：《山東師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：文化因素教學(xué)是對(duì)外漢語(yǔ)文化教學(xué)的重要部分，沖破了文化知識(shí)教學(xué)重知識(shí)學(xué)習(xí)輕語(yǔ)言運(yùn)用的藩籬，旨在幫助留學(xué)生了解隱含在語(yǔ)言背后的文化，以便更順利的完成言語(yǔ)交際。本文在總結(jié)前人文化因素教學(xué)理論基礎(chǔ)上，對(duì)中級(jí)閱讀課中文化因素內(nèi)容進(jìn)行歸類及量化分析，結(jié)合自身教學(xué)實(shí)踐，從閱讀課教學(xué)過(guò)程課文導(dǎo)入、文化詞匯教學(xué)、課文文化教學(xué)、課后練習(xí)中文化教學(xué)四個(gè)環(huán)節(jié)入手，提出文化因素教學(xué)方法，包括課文導(dǎo)入中的談話導(dǎo)入法、多媒體導(dǎo)入法、實(shí)物導(dǎo)入法、英文導(dǎo)入法；文化詞匯教學(xué)中的英文對(duì)譯教學(xué)法、形象展示教學(xué)法、情境設(shè)置教學(xué)法、表演教學(xué)法；課文文化教學(xué)中的問(wèn)答法、綜合法、點(diǎn)題升華法、對(duì)比分析法等，以及各環(huán)節(jié)中教師具體教學(xué)策略。并進(jìn)一步提出對(duì)外漢語(yǔ)文化因素教學(xué)原則，包括直觀性原則、時(shí)代性原則、因材施教原則及引導(dǎo)性原則。 本文是在總結(jié)前人及個(gè)人自身教學(xué)實(shí)踐經(jīng)驗(yàn)基礎(chǔ)上寫(xiě)成的，希望能為之后的文化因素教學(xué)實(shí)踐提供借鑒，對(duì)對(duì)外漢語(yǔ)文化因素教學(xué)研究有所幫助。 全文共分六個(gè)部分： 第一章緒論。介紹了本文的選題意義、研究?jī)?nèi)容及研究方法。 第二章對(duì)外漢語(yǔ)中級(jí)閱讀課文化因素教學(xué)研究對(duì)象及研究現(xiàn)狀。對(duì)研究對(duì)象對(duì)外漢語(yǔ)中級(jí)閱讀課文化因素教學(xué)進(jìn)行界定分析，總結(jié)概括國(guó)內(nèi)對(duì)外漢語(yǔ)文化因素教學(xué)研究現(xiàn)狀。 第三章對(duì)外漢語(yǔ)中級(jí)閱讀課文化因素教學(xué)內(nèi)容分析。以中級(jí)閱讀課教材《發(fā)展?jié)h語(yǔ)·中級(jí)閱讀》（Ⅰ）為例對(duì)對(duì)外漢語(yǔ)中級(jí)閱讀課中的文化因素教學(xué)內(nèi)容進(jìn)行分析。 第四章對(duì)外漢語(yǔ)中級(jí)閱讀課教學(xué)過(guò)程中的文化因素教學(xué)方法。結(jié)合文化因素教學(xué)內(nèi)容，，在教學(xué)實(shí)踐基礎(chǔ)上提出中級(jí)閱讀課教學(xué)過(guò)程中文化因素教學(xué)方法。 第五章對(duì)外漢語(yǔ)中級(jí)閱讀課文化因素教學(xué)原則歸納研究。針對(duì)文化因素教學(xué)提出四項(xiàng)教學(xué)原則。 第六章結(jié)語(yǔ)。對(duì)全文內(nèi)容進(jìn)行概括，并提出文章創(chuàng)新點(diǎn)和不足。
[Abstract]:Cultural factor teaching is an important part of teaching Chinese as a foreign language. It breaks through the barrier that cultural knowledge teaching puts emphasis on knowledge learning and language use, in order to help foreign students understand the culture hidden behind the language. On the basis of summarizing the previous theories of cultural factors teaching, this paper classifies and quantifies the contents of cultural factors in the intermediate reading class, combines with its own teaching practice, and introduces the text from the teaching process of reading class. Culture vocabulary teaching, text culture teaching and culture teaching after class are four links. The teaching methods of cultural factors are put forward, including conversational introduction, multimedia introduction, physical introduction and English introduction. English translation method, image display method, situational setting method, performance teaching method, question answering method, comprehensive method, sublimation method, contrastive analysis method, etc. And further put forward the teaching principles of cultural factors of TCSL, including the principle of intuitionism, the principle of times, the principle of teaching according to aptitude and the principle of guidance. This paper is written on the basis of summing up the teaching experience of predecessors and individuals, hoping to provide reference for the teaching practice of cultural factors in the future, and to help the study of cultural factors teaching in TCFL. The full text is divided into six parts:. The first chapter is introduction. It introduces the significance, research content and research method of this paper. In the second chapter, the research object and current situation of cultural factor teaching of Chinese as a foreign language intermediate reading lesson are analyzed, and the research object is defined and analyzed, and the present situation of cultural factor teaching of Chinese as a foreign language is summarized. The third chapter analyzes the teaching contents of cultural factors in the Intermediate Reading course of Chinese as a Foreign language (TCSL). Taking the teaching material "developing Chinese 路Intermediate Reading" (鈪

本文編號(hào)：1559804