本文選題：《中文聽(tīng)說(shuō)讀寫(xiě)》 + 《新實(shí)用漢語(yǔ)課本》�。� 參考：《陜西師范大學(xué)》2012年碩士論文

【摘要】：對(duì)外漢語(yǔ)教材質(zhì)量直接關(guān)系到教學(xué)的質(zhì)量和學(xué)生學(xué)習(xí)效果。因此,研究漢語(yǔ)教材的編寫(xiě)情況,總結(jié)教材編寫(xiě)的得失,對(duì)于提高教材編寫(xiě)質(zhì)量,促進(jìn)對(duì)外漢語(yǔ)教學(xué)具有十分重要的意義。本文分析了目前美國(guó)初級(jí)漢語(yǔ)教材的現(xiàn)狀,指出教材存在語(yǔ)音、漢字、語(yǔ)法、文化和趣味性四個(gè)方面的問(wèn)題,結(jié)合對(duì)《中文聽(tīng)說(shuō)讀寫(xiě)》和《新實(shí)用漢語(yǔ)課本》這兩套目前美國(guó)大學(xué)使用率最高的初級(jí)漢語(yǔ)教材的考察研究,從編寫(xiě)理論、課文、生詞、語(yǔ)法、練習(xí)、文化項(xiàng)目等幾個(gè)方面對(duì)兩部教材進(jìn)行了比較分析,總結(jié)了兩套教材的得失。同時(shí),根據(jù)對(duì)學(xué)習(xí)者的需求調(diào)查與教師的訪(fǎng)談,總結(jié)了兩套教材各自的優(yōu)缺點(diǎn),結(jié)合漢語(yǔ)教材中存在的問(wèn)題,提出適應(yīng)美國(guó)社會(huì)、教學(xué)環(huán)境的教材編寫(xiě)建議。 論文分為以下四個(gè)部分：首先,在教材編排部分,對(duì)比分析了《中文聽(tīng)說(shuō)讀寫(xiě)》和《新實(shí)用漢語(yǔ)課本》的教材編寫(xiě)理論,發(fā)現(xiàn)兩套教材都遵循了結(jié)構(gòu)、功能、文化相結(jié)合的編寫(xiě)原則,但是具體結(jié)合的方式有所不同。《中文聽(tīng)說(shuō)讀寫(xiě)》貫徹的教學(xué)方法為交際法,因此無(wú)論是課文話(huà)題、詞匯和語(yǔ)法項(xiàng)目的編排還是練習(xí)與文化內(nèi)容的設(shè)計(jì),都重點(diǎn)突出了交際能力的培養(yǎng),重視功能性和實(shí)用性；《新實(shí)用漢語(yǔ)課本》則更強(qiáng)調(diào)語(yǔ)言結(jié)構(gòu)的牢固掌握,在教學(xué)內(nèi)容的編排上重視循環(huán)重現(xiàn),突出了語(yǔ)言結(jié)構(gòu)的系統(tǒng)性和科學(xué)性。在課文部分,本文從其編排形式、話(huà)題選擇、課文容量以及趣味性四個(gè)方面進(jìn)行了比較分析,對(duì)兩套教材的相同點(diǎn)和不同點(diǎn)進(jìn)行了比較研究,對(duì)各自的優(yōu)缺點(diǎn)進(jìn)行了論述。在生詞編排部分,本文通過(guò)生詞的編排形式和生詞量?jī)蓚�(gè)方面,綜合比較了兩套教材的成就與不足,并且就漢語(yǔ)在外語(yǔ)環(huán)境下生詞項(xiàng)目的編排提出了一些建議。在語(yǔ)法項(xiàng)目部分,本文通過(guò)語(yǔ)法項(xiàng)目的數(shù)量和語(yǔ)法點(diǎn)解釋兩方面的異同,對(duì)兩套教材進(jìn)行了考察比較,總結(jié)了它們各自的長(zhǎng)處與不足。在練習(xí)部分,本文針對(duì)美國(guó)漢語(yǔ)教材未突出語(yǔ)音、漢字教學(xué)的問(wèn)題,結(jié)合對(duì)兩套教材的語(yǔ)音和漢字練習(xí)項(xiàng)目的比較分析,提出了具體解決辦法。最后,基于四、五章的研究分析,總結(jié)了兩套教材各自的優(yōu)缺點(diǎn),并提出了關(guān)于對(duì)美漢語(yǔ)教材編寫(xiě)的一些建議。 總而言之,兩部教材在編寫(xiě)方面呈現(xiàn)出不同的特點(diǎn),各有其成功與不足之處,本文通過(guò)對(duì)兩套教材編寫(xiě)各方面的比較研究,希望能為今后國(guó)內(nèi)編寫(xiě)與研究對(duì)美漢語(yǔ)教材提供一定的借鑒,從而進(jìn)一步推動(dòng)對(duì)外漢語(yǔ)教材理論研究的深入和教學(xué)實(shí)踐的發(fā)展。
[Abstract]:The quality of Chinese as a foreign language teaching material is directly related to the quality of teaching and learning effect of students. Therefore, it is of great significance to study the compilation of Chinese textbooks and summarize the gains and losses of compiling textbooks for improving the quality of compiling textbooks and promoting the teaching of Chinese as a foreign language. This paper analyzes the current situation of primary Chinese teaching materials in the United States, and points out that there are four problems in the textbooks: pronunciation, Chinese characters, grammar, culture and interest. Combined with the investigation and study of the two sets of primary Chinese textbooks, "Chinese listening, speaking, Reading and Writing" and "New practical Chinese textbook", which are currently the most used primary Chinese textbooks in American universities, from the writing theory, the text, the new words, the grammar, the practice, Cultural projects and other aspects of the two textbooks are compared and analyzed, summed up the gains and losses of the two sets of textbooks. At the same time, according to the survey of learners' needs and the interview with teachers, this paper summarizes the advantages and disadvantages of the two sets of textbooks, and puts forward some suggestions for the compilation of textbooks adapted to the American society and teaching environment. The thesis is divided into four parts as follows: firstly, in the part of textbook arrangement, the author compares and analyzes the compiling theories of Chinese listening, speaking, reading and writing and New practical Chinese textbook, and finds that the two sets of textbooks follow the structure and function. The writing principle of the combination of culture and culture is different. The teaching method of "Chinese listening, speaking, reading and writing" is communicative method, so whether it is the topic of text, the arrangement of lexical and grammatical items, or the design of practice and cultural content, Both emphasize the cultivation of communicative competence, and attach importance to function and practicability. The New practical Chinese textbook emphasizes the firm mastery of language structure, and emphasizes the recurrence of circulation in the arrangement of teaching contents. It highlights the systematicness and scientificalness of language structure. In the text part, this paper compares and analyzes the arrangement form, topic choice, text capacity and interest of the two sets of textbooks, and discusses the advantages and disadvantages of the two sets of textbooks. In the part of the arrangement of new words, this paper compares the achievements and shortcomings of the two sets of teaching materials comprehensively through the arrangement of new words and the quantity of new words, and puts forward some suggestions on the arrangement of new words items in the foreign language environment. In the part of grammatical items, this paper analyzes the similarities and differences between the two sets of textbooks by explaining the number of grammatical items and the grammatical points, and summarizes their respective strengths and weaknesses. In the part of practice, aiming at the problem that American Chinese teaching material does not highlight pronunciation and Chinese character teaching, combined with the comparative analysis of pronunciation and Chinese character training items of two sets of textbooks, this paper puts forward some concrete solutions. Finally, based on the analysis of four and five chapters, the author summarizes the advantages and disadvantages of the two sets of textbooks, and puts forward some suggestions on the compilation of American Chinese textbooks. In a word, the two textbooks have different characteristics in compiling, each has its own success and shortcomings. This paper makes a comparative study of the two sets of textbooks. It is hoped that it can be used for reference in compiling and studying American Chinese teaching materials in the future, so as to further promote the theoretical research and the development of teaching practice of teaching Chinese as a foreign language.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 沈煦;中美初級(jí)漢語(yǔ)教材比較研究[D];廣西師范大學(xué);2013年

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本文編號(hào)：2069931