本文關(guān)鍵詞： 漢語(yǔ)作為外語(yǔ) 教材本土化 教學(xué)專(zhuān)業(yè)化 德語(yǔ)區(qū) 漢學(xué)系　出處：《復(fù)旦大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：論文對(duì)維也納大學(xué)東亞研究所漢學(xué)系漢學(xué)本科專(zhuān)業(yè)的漢語(yǔ)課程的教材與教學(xué)現(xiàn)狀進(jìn)行考察與分析,提出了通過(guò)給通用式教材《漢語(yǔ)教程》編寫(xiě)教學(xué)材料可以促進(jìn)該系漢語(yǔ)教學(xué)的專(zhuān)業(yè)化,有助于解決漢語(yǔ)教學(xué)與漢語(yǔ)教材在奧地利教學(xué)體系的各個(gè)層次上將來(lái)所會(huì)面臨的針對(duì)性問(wèn)題。論文主張,讓當(dāng)?shù)貪h語(yǔ)教師在編寫(xiě)教學(xué)材料的過(guò)程中提高自己的專(zhuān)業(yè)水平,這樣一來(lái),當(dāng)?shù)貪h語(yǔ)教學(xué)才有可能成熟起來(lái),否則教材本土化將會(huì)無(wú)從下手。從這個(gè)意義上說(shuō),編寫(xiě)教學(xué)材料恰恰是這方面的好機(jī)會(huì),也十分符合維也納大學(xué)漢學(xué)系目前對(duì)漢語(yǔ)教材的需求。 就當(dāng)前德語(yǔ)區(qū)的漢語(yǔ)教學(xué)而言,想達(dá)到初級(jí)水平以上的交際能力以及讀懂真實(shí)語(yǔ)料的閱讀能力的學(xué)習(xí)者,非讀漢學(xué)不可,因?yàn)闈h學(xué)系目前是唯一種有相應(yīng)資源的教學(xué)機(jī)構(gòu)。在德語(yǔ)區(qū)的漢學(xué)界中,維也納大學(xué)漢學(xué)系的本科專(zhuān)業(yè)當(dāng)前是規(guī)模最大的、漢語(yǔ)課程較為全面的本科項(xiàng)目,維也納大學(xué)漢學(xué)系也是奧地利唯一的開(kāi)設(shè)漢語(yǔ)作為外語(yǔ)教學(xué)碩士專(zhuān)業(yè)的教學(xué)單位。換言之,該教學(xué)單位在很大程度上不僅負(fù)責(zé)奧地利的漢語(yǔ)教學(xué),而且也負(fù)責(zé)漢語(yǔ)作為外語(yǔ)教學(xué)的師資培養(yǎng)。因此,如果想實(shí)現(xiàn)奧地利漢語(yǔ)教學(xué)的本土化建設(shè),就應(yīng)該從維也納大學(xué)漢學(xué)系來(lái)入手。 論文認(rèn)為,在維也納大學(xué)漢學(xué)系漢語(yǔ)課程當(dāng)前的條件下(見(jiàn)第4、6章),不宜僅僅關(guān)注教材本土化的最后結(jié)果,而有必要更加重視其過(guò)程。無(wú)論是學(xué)習(xí)者的需求還是教學(xué)者的需求,至此為止,仍有許多未顧及之處,因此,經(jīng)驗(yàn)較為豐富的教師、年輕教師以及漢語(yǔ)作為外語(yǔ)碩士的在讀研究生都應(yīng)該進(jìn)行合作,以逐步地找出并照顧學(xué)習(xí)者和教學(xué)者的實(shí)際需求。具體來(lái)說(shuō),他們要為當(dāng)?shù)卣Z(yǔ)言教學(xué)的核心教材《漢語(yǔ)教程》(修訂本)設(shè)計(jì)一系列的補(bǔ)充材料。該教科書(shū)為維也納大學(xué)漢學(xué)系所長(zhǎng)期使用,教學(xué)者對(duì)它十分熟悉,并且也已經(jīng)為它設(shè)計(jì)過(guò)很多其他的補(bǔ)充材料(見(jiàn)第5章),因此,將已有教科書(shū)換成另一套顯得比較不可行。 論文對(duì)漢語(yǔ)作為外語(yǔ)(CFL)環(huán)境下教學(xué)材料以及上述已有的補(bǔ)充材料的特點(diǎn)進(jìn)行討論,在此基礎(chǔ)上,就CFL環(huán)境下對(duì)教學(xué)材料的不同需求加以分類(lèi)。論文認(rèn)為,CFL環(huán)境下的教材需求可概括為：增加有效輸入,擴(kuò)大“感知漢語(yǔ)”的機(jī)會(huì)；引導(dǎo)漢語(yǔ)學(xué)習(xí)的有效方法,提高自主學(xué)習(xí)能力；提高理性認(rèn)知,幫助學(xué)習(xí)者“認(rèn)知漢語(yǔ)”；開(kāi)發(fā)多媒體教學(xué)資源,激發(fā)課內(nèi)外學(xué)習(xí)熱情等四個(gè)類(lèi)型。最后,論文為維也納大學(xué)漢學(xué)系將來(lái)的教材本土化工作提出若干建議。
[Abstract]:This paper investigates and analyzes the teaching materials and teaching status of the Chinese course in the Sinology Department of the East Asia Institute of the University of Vienna. It is pointed out that the specialization of Chinese teaching in this department can be promoted by compiling teaching materials for the general teaching material "Chinese course". Help to solve the Chinese teaching and Chinese teaching materials in Austria at all levels of the teaching system in the future will be faced with targeted problems. Let local Chinese teachers in the process of preparing teaching materials to improve their professional level, so that the local Chinese language teaching may mature, otherwise the localization of teaching materials will not be able to start. In this sense. The preparation of teaching materials is a good opportunity in this respect and meets the needs of Chinese teaching materials in the Sinology Department of the University of Vienna. As far as Chinese teaching in the German-speaking region is concerned, it is necessary to read Sinology for learners who want to reach the primary level of communicative competence and the ability to read real corpus. Because Sinology is currently the only teaching institution with corresponding resources. In the Sinology field of the German-speaking region, the undergraduate major of Sinology Department of the University of Vienna is currently the largest undergraduate program with a more comprehensive Chinese curriculum. The Department of Sinology at the University of Vienna is also the only Austrian teaching unit offering a master's degree in teaching Chinese as a foreign language. In other words, the teaching unit is not only responsible for Austrian Chinese teaching to a large extent. Therefore, if we want to realize the localization of Austrian Chinese teaching, we should start with the Sinology Department of the University of Vienna. The paper holds that under the current conditions of Chinese course in the Department of Sinology of the University of Vienna (see Chapter 4, Chapter 6), it is not appropriate to pay attention to the final result of localization of textbooks. It is necessary to pay more attention to the process, whether the needs of learners or the needs of teachers, so far, there are still a lot of neglect, therefore, more experienced teachers. Young teachers and graduate students with master's degrees in Chinese as a foreign language should cooperate to gradually identify and take care of the actual needs of learners and teachers. They want to design a series of supplementary materials for the core textbook of the local language teaching, the Chinese course (revised), which has long been used by the Sinology Department of the University of Vienna and is familiar to teaching scholars. And many other supplementary materials have been designed for it (see chap. 5), so it is less feasible to replace existing textbooks with another. This paper discusses the characteristics of Chinese as a foreign language (CFL) environment and the above mentioned supplementary materials. This paper classifies the different demands of teaching materials in CFL environment. The author thinks that the teaching material needs under CFL environment can be summarized as follows: increasing effective input and expanding the opportunity of "perceiving Chinese"; The effective method to guide the learning of Chinese and improve the ability of autonomous learning; To improve rational cognition and help learners to "cognize Chinese"; Developing multimedia teaching resources and arousing the enthusiasm of learning in and out of class are four types. Finally, some suggestions are put forward for the localization of teaching materials in the Sinology Department of the University of Vienna in the future.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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本文編號(hào)：1490717