本文選題：模因論 + 初級(jí)階段漢語(yǔ)教學(xué)��； 參考：《陜西師范大學(xué)》2013年碩士論文

【摘要】：模因論是由新達(dá)爾文主義(Neo-Darwinism)倡導(dǎo)者理查德·道金斯在其著作《自私的基因》(The Selfish Gene)一書(shū)中提出的用以解釋文化進(jìn)化規(guī)律的理論,它的基礎(chǔ)是達(dá)爾文生物進(jìn)化理論。 模因論的核心術(shù)語(yǔ)是模因(meme),意思是“被模仿的東西”,這同樣來(lái)自于理查德·道金斯。模因論被引入我國(guó)的時(shí)間不長(zhǎng),但卻已獲得了多學(xué)科的廣泛關(guān)注。本論文首先介紹模因論了的相關(guān)理論和基礎(chǔ)知識(shí),然后將模因論與第二語(yǔ)言習(xí)得理論進(jìn)行了結(jié)合,并通過(guò)模因論的視角對(duì)漢語(yǔ)初級(jí)階段的教學(xué)進(jìn)行了反思和探索。并針對(duì)漢語(yǔ)初級(jí)階段教學(xué)的特點(diǎn)對(duì)教學(xué)法進(jìn)行了革新。本文分六個(gè)部分： 第一部分是引言,介紹了本文的選題背景、意義和研究方法等。 第二部分是第一章,主要介紹了模因論的產(chǎn)生、歷史、發(fā)展情況及其被引入語(yǔ)言教學(xué)的過(guò)程。并對(duì)模因的傳播,分類(lèi)等情況進(jìn)行了詳細(xì)的說(shuō)明。 第三部分是第二章,主要將模因論與第二語(yǔ)言習(xí)得理論加以結(jié)合,對(duì)模因論在第二語(yǔ)言教學(xué)中的指導(dǎo)意義進(jìn)行了進(jìn)一步說(shuō)明。 第四部分是第三章,本章從模因產(chǎn)生和傳播的視角對(duì)漢語(yǔ)初級(jí)階段教學(xué)的教學(xué)法進(jìn)行了反思和探索,從模因的角度解釋了傳統(tǒng)教學(xué)法存在的弊端,并針對(duì)的給出了相應(yīng)的解決方法。 第五部分是第四章,對(duì)初級(jí)階段的漢語(yǔ)教學(xué)進(jìn)行了反思,著重對(duì)初級(jí)階段漢語(yǔ)教學(xué)重點(diǎn)進(jìn)行了闡述并給出了與之相應(yīng)的教學(xué)策略。 第六部分為結(jié)語(yǔ),對(duì)全文進(jìn)行了回顧和總結(jié),并對(duì)模因論在語(yǔ)言教學(xué)中的發(fā)展進(jìn)行了說(shuō)明。
[Abstract]:Memetics is a theory proposed by Richard Dawkins, an advocate of Neo-Darwinism, to explain the laws of cultural evolution in his book the selfish Gene and the Selfish Gene.It is based on Darwin's theory of biological evolution.The core term of memetics is meme, meaning "what is imitated", also from Richard Dawkins.Memetics was introduced into our country for a short time, but it has been widely concerned by many subjects.This thesis first introduces the related theories and basic knowledge of memetics, then combines the theory of memetics with the theory of second language acquisition, and rethinks and explores the teaching of Chinese in the primary stage from the perspective of memetics.According to the characteristics of Chinese teaching in primary stage, the teaching method is innovated.This paper is divided into six parts:The first part is the introduction, which introduces the background, significance and research methods of this paper.The second part is the first chapter, which mainly introduces the emergence, history, development of memetics and the process of being introduced into language teaching.The propagation and classification of memes are explained in detail.The third part is the second chapter, which combines memetics with the theory of second language acquisition, and further explains the guiding significance of memetics in second language teaching.The fourth part is the third chapter. From the perspective of the emergence and dissemination of memes, this chapter reflects on and explores the teaching methods in the primary stage of Chinese teaching, and explains the disadvantages of the traditional teaching methods from the perspective of memes.At the same time, the corresponding solutions are given.The fifth part is the fourth chapter, which reflects on the Chinese teaching in the primary stage, focuses on the key points of the Chinese teaching in the primary stage and gives the corresponding teaching strategies.The sixth part is the conclusion, reviews and summarizes the full text, and explains the development of memetics in language teaching.
【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】：2013
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1758371