本文選題：區(qū)編漢語教材 + 比較��； 參考：《西藏大學(xué)》2017年碩士論文

【摘要】：現(xiàn)代社會要求少數(shù)民族公民學(xué)習(xí)和使用普通話,掌握基本的規(guī)范漢字,具備漢語基本素養(yǎng)。少數(shù)民族學(xué)生應(yīng)該重視學(xué)習(xí)和使用民族語言文字,也應(yīng)該加強(qiáng)對國家通用語言文字的學(xué)習(xí)和使用,以具備包括表達(dá)交流與識字閱讀在內(nèi)的多方面的基本能力。漢語教學(xué)為培養(yǎng)民漢兼通的少數(shù)民族一代新人發(fā)揮重要作用。教材作為小學(xué)教學(xué)的主要工具,是教學(xué)質(zhì)量提升的重要輔助工具,區(qū)編漢語教材是國家針對民族地區(qū)的教學(xué)特點(diǎn)和學(xué)習(xí)漢語文的實(shí)際要求,根據(jù)國家頒布的《基礎(chǔ)教育課程改革綱要》精神,以及教育部制定的《全日制民族中小學(xué)漢語課程標(biāo)準(zhǔn)》而編寫的基礎(chǔ)教育漢語文教材主要供以民族語言授課為主單科加授漢語的少數(shù)民族小學(xué)生使用。本研究擬通過對新課改以來西藏、新疆兩個自治區(qū)的區(qū)編《漢語》教材進(jìn)行比較研究,來對西藏的區(qū)編漢語教材在編寫上提供建議和意見。在對現(xiàn)階段關(guān)于漢語教材和作為第二語言的漢語教材的比較研究的總結(jié)和歸納,來找出其中研究的不足和需要改進(jìn)的地方,來選取本研究的視角和研究方向。本文主要對其編寫理念、教材編寫結(jié)構(gòu)和體例、教材內(nèi)容選取、教學(xué)輔助資源的插圖特點(diǎn)以及符合民族地區(qū)特色部分進(jìn)行比較,找出兩種教材編寫的共同特點(diǎn)與差異,探求新課改后兩種教材的特點(diǎn)和異同點(diǎn),探尋區(qū)編教材建構(gòu)的內(nèi)在規(guī)律、理論依據(jù)和實(shí)踐依據(jù)。通過比較研究,給教材使用者提供選用參考,對我國民族地區(qū)中小學(xué)教材建設(shè)和發(fā)展提出建設(shè)性意見,為教材編寫和出版提供專業(yè)化服務(wù)。本文主要分為六個部分:第一部分:前言;第二部分:教材的結(jié)構(gòu)體例比較;第三部分:教材的教學(xué)內(nèi)容之間的比較;第四部分:教材輔助資源的比較分析;第五部分:符合民族地區(qū)特色的部分的比較;第六部分:結(jié)論和建議。通過比較指出西藏的區(qū)編教材可以從以下幾個方面進(jìn)行改進(jìn)和提升:按邏輯結(jié)構(gòu)編排更加合適的結(jié)構(gòu),從而有利于課文內(nèi)容的呈現(xiàn);在課文的選取上應(yīng)該更加貼近民族地區(qū)兒童學(xué)習(xí)者的生活環(huán)境和思維習(xí)慣;加入更加生動的插圖,來提升學(xué)生的學(xué)習(xí)興趣。給區(qū)編教材的改進(jìn)提供借鑒。
[Abstract]:Modern society requires ethnic minority citizens to learn and use Putonghua, master basic normative Chinese characters, and possess basic Chinese language literacy. Ethnic minority students should attach importance to the study and use of national languages and characters, and should also strengthen the study and use of national common languages, so as to have the basic ability of expressing, communicating and reading. Chinese teaching plays an important role in cultivating the new generation of ethnic minorities. As the main tool of primary school teaching, teaching material is an important auxiliary tool to improve the teaching quality. Compiling Chinese teaching material in district is the teaching characteristic of the national minority area and the actual requirement of learning Chinese language. In accordance with the spirit of the basic Education Curriculum Reform Program promulgated by the State, The basic education Chinese teaching materials are mainly used by ethnic minority primary and secondary school students, who are mainly taught in ethnic languages and given Chinese as a single subject, according to the Chinese Curriculum Standard of Full-time ethnic Primary and Middle Schools formulated by the Ministry of Education. This study aims to provide suggestions and suggestions on the compilation of regional Chinese textbooks in Tibet and Xinjiang through comparative study of the regional compilation of Chinese textbooks in Tibet and Xinjiang since the new curriculum reform. This paper summarizes and induces the comparative research on Chinese teaching materials and Chinese textbooks as a second language at the present stage to find out the deficiencies of the research and the areas that need to be improved to select the perspective and research direction of this study. In this paper, the author compares the compiling idea, the structure and style of the textbook, the selection of the teaching material content, the illustrative characteristics of the teaching auxiliary resources and the part in accordance with the characteristics of the minority areas, and finds out the common characteristics and differences between the two kinds of textbooks. This paper explores the characteristics, similarities and differences of the two kinds of textbooks after the new curriculum reform, and probes into the internal law, theoretical basis and practical basis of the construction of the regional compilation textbooks. Through comparative study, this paper provides reference for the users of textbooks, puts forward constructive suggestions on the construction and development of textbooks for primary and secondary schools in ethnic minority areas, and provides professional services for compiling and publishing textbooks. This paper is divided into six parts: the first part: the preface; the second part: the comparison of the structure of the textbook; the third part: the comparison between the teaching contents of the textbook; the fourth part: the comparative analysis of the supplementary resources of the textbook; The fifth part: the comparison of the parts in accordance with the characteristics of ethnic areas; the sixth part: conclusions and suggestions. Through comparison, it is pointed out that the Tibetan regional compilation textbooks can be improved and promoted in the following aspects: arranging more appropriate structures according to logical structure, which is conducive to the presentation of the contents of the text; The selection of text should be more close to the living environment and thinking habits of children in minority areas, and more vivid illustrations should be added to promote students' interest in learning. It provides reference for the improvement of district compilation textbooks.
【學(xué)位授予單位】：西藏大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2

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