本文選題：非漢字文化圈 + 漢字教學(xué)　； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)中漢字教學(xué)在經(jīng)歷了邊緣化后,其重要性漸漸被人們所認(rèn)可。尤其是非漢字文化圈初級(jí)學(xué)習(xí)者,漢字完全不同于其母語(yǔ)而被他們認(rèn)為難認(rèn)、難寫,對(duì)于這部分學(xué)習(xí)者,如若在初級(jí)階段,老師不根據(jù)漢字特性對(duì)其有效引導(dǎo),他們的漢字學(xué)習(xí)勢(shì)必會(huì)成為他們漢語(yǔ)學(xué)習(xí)的一塊絆腳石,致使他們的漢語(yǔ)學(xué)習(xí)到一定階段后便停滯不前。而實(shí)踐證明,課堂上對(duì)漢字知識(shí)的正確引導(dǎo)是可以引起學(xué)生的興趣并達(dá)到良好教學(xué)效果的。本文將通過(guò)對(duì)漢字教學(xué)一年的實(shí)踐總結(jié),來(lái)分析對(duì)漢字教學(xué)課堂的構(gòu)建。本文共分四章。 第一章為緒論,包括本選題的緣起、重要性,本文的研究思路及討論范圍。本文從三個(gè)方面對(duì)漢字課堂的構(gòu)建進(jìn)行討論。首先分析課堂中漢字教學(xué)的難點(diǎn),指出非漢字文化圈留學(xué)生學(xué)習(xí)漢字的劣勢(shì)。其次整理筆者漢字教學(xué)課堂上的內(nèi)容并分析教學(xué)方法,最后還通過(guò)一個(gè)隨堂測(cè)驗(yàn)分析教學(xué)效果并探討改進(jìn)方式。 第二章對(duì)對(duì)外漢字教學(xué)難及為什么這么難展開(kāi)討論,筆者通過(guò)對(duì)筆者自身漢字教學(xué)課堂中的錯(cuò)誤進(jìn)行整理分析,分析漢字教學(xué)難的原因。最后還單獨(dú)討論了為什么非漢字文化圈留學(xué)生學(xué)習(xí)漢字的劣勢(shì)。 第三章對(duì)非漢字文化圈初學(xué)者漢字教學(xué)課堂展開(kāi)討論。本文整理了漢字教學(xué)課堂中使用的教材里的教學(xué)內(nèi)容以及筆者在教學(xué)課堂中涉及的教學(xué)內(nèi)容。提出筆者認(rèn)可且在使用的漢字教學(xué)方法。并探討筆者在實(shí)踐中摸索到的漢字課堂構(gòu)建模式。 第四章是對(duì)筆者一學(xué)期的教學(xué)實(shí)踐總結(jié)分析,通過(guò)測(cè)試,分析學(xué)生對(duì)于漢字字形、字音、字義掌握如何,來(lái)評(píng)價(jià)教學(xué)效果優(yōu)良與否。
[Abstract]:After experiencing marginalization, the importance of Chinese character teaching in teaching Chinese as a foreign language has gradually been recognized by people.In particular, primary learners of non-Chinese characters culture, Chinese characters are completely different from their mother tongue and are considered difficult to recognize and write. For this group of learners, if in the primary stage, the teacher does not guide them effectively according to the characteristics of Chinese characters,Their learning of Chinese characters is bound to be a stumbling block to their learning of Chinese, causing them to stagnate after a certain period of study.Practice has proved that the correct guidance of Chinese character knowledge in class can arouse students' interest and achieve good teaching effect.This article will analyze the construction of Chinese character teaching classroom by summarizing the practice of Chinese character teaching for one year.This paper is divided into four chapters.The first chapter is the introduction, including the origin of this topic, importance, research ideas and scope of discussion.This paper discusses the construction of Chinese character classroom from three aspects.Firstly, it analyzes the difficulties of Chinese character teaching in class, and points out the disadvantage of studying Chinese characters by foreign students in non-Chinese culture circle.Secondly, the author arranges the contents of the Chinese character teaching class and analyzes the teaching methods. Finally, the teaching effect is analyzed by a class test and the improvement method is discussed.The second chapter discusses the difficulty and why it is so difficult to teach Chinese characters in foreign countries. The author analyzes the reasons for the difficulties in teaching Chinese characters by sorting out the errors in the classroom teaching of Chinese characters.At last, the author discusses the disadvantage of studying Chinese characters in non-Chinese culture circle.The third chapter discusses the teaching of Chinese characters for beginners in the cultural circle of non-Chinese characters.This paper arranges the teaching contents of the teaching materials used in the teaching of Chinese characters and the teaching contents involved by the author in the teaching class.This paper puts forward the teaching method of Chinese characters which is approved and used by the author.And discusses the Chinese character classroom construction model that the author gropes in practice.The fourth chapter summarizes and analyzes the author's teaching practice for one semester, through the test, analyzes how the students master the shape, pronunciation and meaning of Chinese characters, to evaluate whether the teaching effect is good or not.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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