【摘要】：詞匯是語言學(xué)習(xí)的重點和難點。詞匯水平的高低直接影響著學(xué)生的閱讀理解能力和寫作能力。在漢語詞匯的學(xué)習(xí)過程中,多義詞是詞匯教學(xué)的重要內(nèi)容,多義詞眾多義項的發(fā)展過程展現(xiàn)了歷史與文化的進程。最新頒布的《小學(xué)語文課程標準》強調(diào)漢字的書寫、理解與運用,要求學(xué)生在發(fā)展語言能力的同時,認識中華文化的博大精深。因此,語文教師如何幫助學(xué)生學(xué)好多義詞是非常重要和必要的工作任務(wù)。模因的概念最早出現(xiàn)于道金斯1976年出版的《自私的基因》一書當中,模因論的核心便是“模因”,重點在“模仿”。人們通過“模仿”學(xué)到的任何東西都可以“復(fù)制”成為模因,體現(xiàn)在語言中則被稱之為語言模因。語言與模因之間的密切關(guān)系最早由桂詩春于2002年概括提出,之后何自然對其進行深入的研究,且研究成果豐碩。本文在模因論的指導(dǎo)下,對小學(xué)六年級漢語多義詞教學(xué)進行了實驗研究。本文的主要研究問題為:1.與傳統(tǒng)教學(xué)法相比,模因論指導(dǎo)下的小學(xué)六年級漢語多義詞詞匯教學(xué)是否能夠產(chǎn)生更好的教學(xué)效果?2.模因論指導(dǎo)下的小學(xué)六年級漢語多義詞詞匯教學(xué)是否能夠提升漢語多義詞的學(xué)習(xí)策略?本教學(xué)實驗研究時長為102天,研究對象為某農(nóng)村小學(xué)六年級三班和四班共70名學(xué)生。實驗班采用模因論指導(dǎo)下的“字典查找—模因串講—練習(xí)”的教學(xué)模式;控制班則采用傳統(tǒng)的“講解—練習(xí)”授課模式。經(jīng)過實驗,并通過實驗前后的數(shù)據(jù)對比分析,此次教學(xué)實驗研究結(jié)果如下:一、模因論視角下的“字典查找—模因串講—練習(xí)”教學(xué)模式能夠幫助學(xué)生形成新的學(xué)習(xí)習(xí)慣與學(xué)習(xí)方法,但改變并不是很大,學(xué)生仍然會使用傳統(tǒng)的抄寫方法來增強記憶;二、與傳統(tǒng)的教學(xué)模式相比,呈現(xiàn)出較好的教學(xué)效果。研究結(jié)果表明:模因論視角下的“字典查找—模因串講—練習(xí)”模式是一個有效的教學(xué)模式,該方法不僅能夠提高學(xué)生對漢語多義詞的理解能力,拓展詞匯知識,還有助于提升漢語多義詞的學(xué)習(xí)策略。
[Abstract]:Vocabulary is the focus and difficulty of language learning. The level of vocabulary directly affects students' reading comprehension and writing ability. Polysemy is an important part of vocabulary teaching in the process of learning Chinese vocabulary. The development of polysemous words shows the process of history and culture. The newly promulgated Chinese Curriculum Standard of Primary School emphasizes the writing, understanding and application of Chinese characters, which requires students to understand the broad and profound Chinese culture while developing their language ability. Therefore, it is an important and necessary task for Chinese teachers to help students learn polysemous words well. The concept of meme first appeared in Dawkins'"selfish Gene" published in 1976. The core of memetics is "meme", with emphasis on "imitation". Everything people learn through imitation can be copied into memes, which is called linguistic meme. The close relationship between language and meme was first proposed by Gui Shichun in 2002. Under the guidance of memetics, this paper makes an experimental study on the teaching of Chinese polysemous words in grade six of primary school. The main research problem of this paper is: 1. Compared with the traditional teaching method, whether the sixth grade Chinese polysemy vocabulary teaching under the guidance of memetics can produce better teaching effect? Whether the sixth grade Chinese polysemy vocabulary teaching under the guidance of memetics can improve the learning strategy of Chinese polysemous words? The teaching experiment was conducted for 102 days. The subjects were 70 students in class 3 and class 4 in a rural primary school. Under the guidance of memetics, the experimental class adopts the teaching mode of "dictionary search-meme string-practice", while the control class adopts the traditional teaching mode of "explanation-practice". After the experiment, and through the comparative analysis of the data before and after the experiment, the results of this teaching experiment research are as follows: 1. From the perspective of memetics, the teaching model of "dictionary lookup-meme string-talk-practice" can help students to form new learning habits and methods, but the change is not very big, students will still use the traditional copying method to enhance their memory. Compared with the traditional teaching mode, it shows better teaching effect. The results show that the "dictionary lookup-meme string-practice" model from the perspective of memetics is an effective teaching model. This method can not only improve students' understanding of Chinese polysemous words, but also expand their vocabulary knowledge. It also helps to improve the learning strategies of Chinese polysemous words.
【學(xué)位授予單位】：河北大學(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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