【摘要】： 對外漢語教學的主要目的是培養(yǎng)外國人運用漢語進行交際的能力�？墒窃S多外國人發(fā)現(xiàn)他們在花費了很多精力學習,并且掌握了大量的詞匯后,卻因對中國這樣一個特殊的東方國家的文化背景知識的缺失,導致仍然不能順暢自如地交流,甚至還出現(xiàn)交際雙方都不知所云的現(xiàn)象。這不但降低學習者的學習興趣,還打擊了他們學好漢語的信心。因此,對外漢語教學研究不應只注重外國人在語音、語法和詞匯上的問題,也應注重因文化因素所帶來的學習困難。 有鑒于此,馬來西亞政府將其對外漢語學習方向深化至文化教學和語言教學并重并行的重要內容層次。馬來西亞教育部于1988年開始把“名句精華”學習項目編入國民中學(國中)華文綜合課程綱要。迄今為止,關于馬來西亞國民中學華文“名句精華”的研究并不多,尤其是以學生為學習核心的研究更是鳳毛麟角。因此,有必要從學生學習的角度對“名句精華”教學進行一番探討。 本課題首先確立了“名句精華”學習在馬來西亞華文教學中的地位,認為它是華文學習的一大重點,是弘揚中華文化的重要窗口和培養(yǎng)跨文化交際能力的重要途徑。對所收集到各300份初、高中生及194份教師有關國民中學學生(國中生)“名句精華”學習難題及解決對策的問卷調查,在進行統(tǒng)計分析的基礎上,結合相關文獻,探討國中生“名句精華”學習難點、難點形成的原因及解決方法。除此之外,本文也對國中生應用“名句精華”時的偏誤進行分析。 本調查結果發(fā)現(xiàn):在“名句精華”學習上,國中生面對的主要難點是對“名句精華”的作者、出處缺乏認識,同時難以理解其中的歷史文化和深奧的字詞含義。學生還認為,“名句精華”數(shù)量過多或過長也造成記憶、背誦及默寫的困難�？傊�,就學生而言,“名句精華”學習障礙主要在于是背景知識與文化認同。此外,就教學安排與教學方法而言,華文課程節(jié)數(shù)不足,學生缺乏與教師、同學交流的機會,并缺乏“名句精華”的參考資料,也都是重要原因。教師和學生在如何解決“名句精華”學習難題上,看法存在著明顯差異,學生選擇以教師為主導的解決方法,教師卻選擇加強學生自學能力的方法。 本文從教材、教師和學生三個角度來探討如何幫助學生克服學習“名句精華”的困難,使“名句精華”教學取得較好的效果,從而使學生更好地掌握華文,提高華文教學質量。
[Abstract]:The main purpose of teaching Chinese as a foreign language is to cultivate the ability of foreigners to communicate with Chinese. However, many foreigners find that after they have spent a lot of time studying and mastering a lot of vocabulary, they are still unable to communicate smoothly and freely because of the lack of cultural background knowledge of China, a special oriental country. There is even a phenomenon in which both sides of communication are at a loss. This not only reduces learners' interest in learning, but also undermines their confidence in learning Chinese well. Therefore, the study of teaching Chinese as a foreign language should not only focus on foreigners' phonetic, grammatical and lexical problems, but also on the learning difficulties caused by cultural factors. In view of this, the Malaysian government deepens the direction of learning Chinese as a foreign language to the important content level of parallel culture teaching and language teaching. In 1988, the Ministry of Education of Malaysia began to incorporate the "essence of the famous sentence" into the Chinese language comprehensive curriculum of the National Secondary School. Up to now, there are few researches on the essence of Chinese in Malaysian National Middle School, especially the student-centered study. Therefore, it is necessary to discuss the essence of famous sentences from the perspective of students' study. This paper first establishes the position of "the essence of famous sentences" in the Chinese language teaching in Malaysia, which is considered to be a major focus of Chinese language learning, an important window to carry forward Chinese culture and an important way to develop intercultural communicative competence. On the basis of the statistical analysis, the questionnaire survey of 300 junior high school students and 194 teachers about the "quintessence of famous sentences" of the students in the national middle school and the solutions to the problems, based on the statistical analysis, combined with the relevant literature. This paper probes into the difficulties in learning the essence of famous sentences, the reasons for the formation of the difficulties and the solutions to them. In addition, this paper also analyzes the errors in the application of the essence of famous sentences. The results show that the main difficulty in the study of "essence of famous sentences" is the lack of understanding of the origin of the "essence of famous sentences", and the difficulty of understanding the historical culture and the profound meaning of words. The students also believe that too many or too long "quintessence" also makes it difficult to memorize, recite and write tacitly. In a word, as far as students are concerned, the main obstacle to learning is background knowledge and cultural identity. In addition, in terms of teaching arrangements and teaching methods, the insufficient number of sessions in the Chinese language curriculum, the lack of opportunities for students to communicate with teachers and students, and the lack of reference materials for "the essence of famous sentences" are also important reasons. There are obvious differences between teachers and students on how to solve the problem of "the essence of famous sentences". Students choose the teacher-led solution, while teachers choose to strengthen students' self-study ability. From the perspectives of teaching materials, teachers and students, this paper discusses how to help students overcome the difficulties of learning "the essence of famous sentences", so that the teaching of "essence of famous sentences" can achieve better results, so that students can master the Chinese language better and improve the quality of Chinese teaching.
【學位授予單位】：北京語言大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195

【引證文獻】

相關碩士學位論文 前1條

1 譚學琳;韓國京畿道地區(qū)高中漢語教材練習分析[D];廣西師范大學;2013年

，

本文編號：2191078