本文選題：對外漢語　切入點：漢語教材　出處：《浙江大學》2012年碩士論文

【摘要】：對外漢語教學在最近十幾年內(nèi)發(fā)展迅速,對外漢語教材亦蓬勃發(fā)展,除了數(shù)量激增,針對性也越來越強,以語種對象劃分,已經(jīng)出版發(fā)行的對外漢語教材已涉及多達數(shù)十種語言。由于有著雄厚的經(jīng)濟和優(yōu)異的教育水平,如今德國的漢語教學也十分發(fā)達,針對德國的漢語教材也數(shù)目眾多,大致可以分為國內(nèi)編寫的德語版教材和由德國教師編寫在德國出版的漢語教材。本文選擇了國家漢辦(孔子學院總部)主持開發(fā)并在德國積極推廣的青少年教材《跟我學漢語(德語版)》以及在柏林地區(qū)文理中學(Gymnasium)廣泛使用的德方漢語課本Chinesisch-sprechen, lesen, schreiben《漢語——說,讀,寫》作為兩類教材的典型代表,以探究兩者各自之長短。經(jīng)過分析考察教材,研讀柏林地區(qū)高中漢語教學大綱,深入比較二者差異,同時結合對德國高中學生問卷調(diào)研,最終發(fā)現(xiàn)在言語技能方面,所考察的中方教材在聽力和閱讀方面見長,形式多樣,能夠更好的培養(yǎng)大綱所定之言語技能；然口語技能方面則德方教材安排得更為詳實。而寫作方面,兩者都相對薄弱。隨后基于已有討論在兩教材對德的針對性和適用性上也進行了評述,所選德方教材是真正意義上的對德漢語教材,而《跟我學漢語(德語版)》只不過是一本對外漢語教材的德譯版本。文末則加入了筆者的進一步思考與建議,即在針對性教材的編寫中應更為全面的考察與了解教材受眾,除了母語和年齡,其總體學習習慣、興趣愛好、喜歡的活動、游戲形式,已有的外語學習習慣以及已在使用的外語學習教材,都是十分值得去了解和借鑒的。
[Abstract]:Teaching Chinese as a foreign language (TCFL) has developed rapidly in the past ten years, and the teaching materials for TCFL have also developed vigorously. In addition to the rapid increase in the number and pertinence, TCFL has been divided into different languages.As many as dozens of languages have been published and published in textbooks for Chinese as a foreign language.Because of its rich economy and excellent educational level, the teaching of Chinese in Germany is now very developed, and the number of Chinese teaching materials for Germany is also numerous.It can be divided into German edition textbooks compiled by German teachers and Chinese textbooks published in Germany by German teachers.This paper chooses the Chinese language textbook Chinesisch-sprechenin, which is widely used in Gymnasium, a German language textbook, which is developed by the State Han Office (Confucius Institute headquarters) and actively popularized in Germany.SchreibenReading, writing, as a typical representative of the two types of teaching materials, to explore the respective strengths and weaknesses.Through analyzing and investigating the teaching materials, reading the senior high school Chinese syllabus in Berlin, and comparing the differences between the two, and combining with the survey of the German senior high school students' questionnaire, we finally find out that they are in the aspect of speech skills.The Chinese teaching materials are good at listening and reading, and can better train the speech skills as stipulated in the syllabus, while the German textbooks are more detailed in the aspect of spoken language skills.In terms of writing, both are relatively weak.Then, based on the existing discussion, the author also comments on the pertinence and applicability of the two textbooks to Germany, and the German textbook is a true teaching material for German and Chinese."learn Chinese from me (German version)" is only a German translation of a foreign language textbook.At the end of the article, I add the author's further thoughts and suggestions, that is, in the compilation of targeted textbooks, we should investigate and understand the audience of the textbooks more comprehensively, in addition to their mother tongue and age, their overall study habits, hobbies, favorite activities, game forms,The existing foreign language learning habits and foreign language learning textbooks are worth learning and learning.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【共引文獻】

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1 李雅;塔吉克斯坦?jié)h語教學現(xiàn)狀研究[D];新疆師范大學;2011年

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5 景科;游戲互動在對外漢語初級聽力教學中的應用[D];吉林大學;2012年

6 周真真;華裔留學生漢語詞匯學習策略研究[D];暨南大學;2012年

7 譚敏;德國學生漢語語序偏誤分析[D];云南大學;2012年

8 沈文卓;德國梅克倫堡—前波莫瑞州文理中學漢語教學現(xiàn)狀調(diào)查研究[D];山東大學;2012年

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本文編號：1701610