本文選題：非漢字文化圈 + 拼音文字��； 參考：《山東大學(xué)》2012年碩士論文

【摘要】：對于外國留學(xué)生來說,除了漢語聽力、口語、寫作等,漢字也始終是他們學(xué)習(xí)的一大難點(diǎn)。因此如何幫助他們有效地排除這一學(xué)習(xí)障礙,成為我們教學(xué)者必須關(guān)注的問題和重要教學(xué)任務(wù)之一。在對外漢字教學(xué)中,一般常見的漢字教學(xué)法有：筆畫筆順操練法；六書部首解析法；形象聯(lián)想記憶術(shù)；以及基于以上方法的漢字游戲。通過多年的教學(xué)實(shí)踐證明,這些教學(xué)法的確都具有可行性和一定的教學(xué)效果,但同時(shí)在運(yùn)用時(shí)也有一定的局限性。隨著“部件核心”理論的提出,部分教學(xué)者逐漸發(fā)現(xiàn)“部件核心”教學(xué)似乎更優(yōu)于以往的漢字教學(xué)方法。其中,儲(chǔ)誠志的“部件核心織網(wǎng)法”讓“部件核心”理論體現(xiàn)在了實(shí)際漢字教學(xué)當(dāng)中。 非漢字文化圈的零起點(diǎn)留學(xué)生是一群特殊的群體,無論在中國學(xué)習(xí)的專業(yè)是什么,漢語作為他們在中國學(xué)習(xí)和生活的重要語言工具,已成為必須認(rèn)真對待并且要花費(fèi)很多時(shí)間去學(xué)習(xí)的必修科目。又因?yàn)檫@類學(xué)生相對于日韓學(xué)生來說,他們的母語與漢語迥然不同,在漢字學(xué)習(xí)中,必須從頭認(rèn)識漢字的特殊結(jié)構(gòu)和組成部分,這就給他們學(xué)習(xí)漢語,尤其是漢字,設(shè)置了一個(gè)很大的障礙。教學(xué)當(dāng)中,如果我們的教學(xué)者不能制定一個(gè)有效、有趣的教學(xué)方法,反而會(huì)增加這類學(xué)生對于漢字學(xué)習(xí)的排斥和抵觸心理。所以在有限的學(xué)習(xí)時(shí)間內(nèi),針對這類學(xué)生,選擇一個(gè)正確、恰當(dāng)?shù)臐h字教學(xué)方法,并加以趣味性化,在學(xué)習(xí)中激發(fā)學(xué)生學(xué)習(xí)漢字的積極性和學(xué)習(xí)熱情,會(huì)得到事半功倍的教學(xué)效果。 在長期對外漢字教學(xué)中,我們的教學(xué)者已經(jīng)通過探索和實(shí)踐,總結(jié)出了很多趣味性的漢字教學(xué)方法,例如：看圖識字、猜字謎、故事識字等,但多是基于“筆畫筆順操練法”或者“六書部首分析法”等。適合于“部件核心”教學(xué)理論的趣味性教學(xué)法的相關(guān)探索和實(shí)踐卻甚少。 本文將借鑒儲(chǔ)誠志的“部件核心織網(wǎng)法”,結(jié)合趣味性教學(xué)理論,針對非漢字文化圈的零起點(diǎn)留學(xué)生,進(jìn)行趣味性漢字教學(xué)的教學(xué)設(shè)想和設(shè)計(jì)。儲(chǔ)誠志的“部件核心織網(wǎng)法”雖有相關(guān)的研究和教學(xué)實(shí)踐,但未把教學(xué)階段細(xì)分化。在本文中,因教學(xué)對象的特殊性,將把面向非漢字文化圈零起點(diǎn)留學(xué)生的初級漢字教學(xué)過程細(xì)分為初期、中期以及末期,針對不同的漢字學(xué)習(xí)和教學(xué)階段,進(jìn)行趣味性的漢字教學(xué)研究和初步設(shè)想,進(jìn)而進(jìn)行教案設(shè)計(jì)。
[Abstract]:For foreign students, besides listening, speaking and writing, Chinese characters are always a difficulty in their study. Therefore, how to help them to effectively eliminate this learning barrier has become one of the important teaching tasks and problems we teachers must pay attention to. In the teaching of external Chinese characters, the common teaching methods of Chinese characters are as follows: the method of stroke order practice, the method of interpretation of six books' radical, the technique of image associative memory, and the Chinese character game based on the above methods. Through many years of teaching practice, it is proved that these teaching methods are feasible and have certain teaching effect, but at the same time, there are some limitations in their application. With the development of the theory of "component core", some teachers gradually find that the teaching of "component core" seems to be better than the traditional Chinese character teaching method. Among them, "component core weaving method" made the "component core" theory embodied in practical Chinese character teaching. Students from zero starting point in the non-Chinese cultural circle are a special group. No matter what their major is in China, Chinese is an important language tool for their study and life in China. It has become a compulsory subject that must be taken seriously and that takes a lot of time to learn. And because such students are very different from Japanese and Korean students in their mother tongue and Chinese, they must learn the special structure and components of Chinese characters from the beginning, which gives them the ability to learn Chinese, especially Chinese characters. A big obstacle has been set up. In teaching, if our teachers can not formulate an effective and interesting teaching method, it will increase the students' rejection and resistance to the learning of Chinese characters. So in the limited study time, for this kind of students, we should choose a correct and appropriate teaching method of Chinese characters, and make it interesting to stimulate the enthusiasm and enthusiasm of students in learning Chinese characters. Will get twice the teaching results with half the effort. In the long-term teaching of Chinese characters to foreign countries, our teachers have summed up many interesting teaching methods of Chinese characters through exploration and practice, such as reading pictures, guessing puzzles, reading stories, and so on. But it is mostly based on the stroke straightening method or the six-book radical analysis method and so on. However, the relevant exploration and practice of interesting teaching method suitable for the teaching theory of "component core" are few. This article will draw lessons from Chu Chengzhi's "component core weaving method", combine the interesting teaching theory, aiming at the non-Chinese character culture circle's zero starting point foreign student, carry on the interesting Chinese character teaching idea and the design. Although there are related research and teaching practice in "component core weaving method", it does not divide the teaching stage into details. In this paper, because of the particularity of the teaching object, the primary Chinese character teaching process for the students with zero starting point in the non-Chinese character cultural circle will be subdivided into the initial, middle and final stages, aiming at the different learning and teaching stages of Chinese characters. Carry on the interesting Chinese character teaching research and preliminary assumption, then carry on the teaching plan design.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195.3

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