本文選題：國際漢語教學 + 民俗��； 參考：《蘭州大學》2015年碩士論文

【摘要】：伴隨著全球化進程的推動和中國綜合國力的不斷提高,漢語和中國文化逐漸受到越來越多外國人的關(guān)注。我國的國際漢語教育事業(yè)也獲得了前所未有的發(fā)展。國際漢語教學不僅是一種語言教學,也是一種文化教學。但以民俗作為切入點進行國際漢語文化教學的研究并不多見,如何有效地在國際漢語教學活動中推進民俗文化教學仍是一個難題。本文以部分教學實錄文本和兩份調(diào)查報告為基礎(chǔ),對格魯吉亞漢語教學中的民俗文化教學進行了分析研究,力圖找到民俗文化教學的切入口,從而促進民俗文化教學的發(fā)展。全文共分為五個部分：第一部分：緒論。從論文的選題入手,闡明了國際漢語教學中民俗文化教學的研究價值和選題背景,在與本選題相關(guān)的文獻綜述中,界定了“民俗”和“民俗文化”的基本概念,簡要介紹了中外民俗文化的研究狀況和國內(nèi)對外漢語教學界中民俗文化教學的研究成果。第二部分：民俗文化教學調(diào)查分析。此部分對在格魯吉亞的漢語教師和GLC學校的學生進行了關(guān)于民俗文化教學的問卷調(diào)查。經(jīng)過分析,對比教師眼中學生最想學習的民俗文化和學生自身最想要學習的民俗文化,找出文化信息的不對稱,根據(jù)學生興趣選取合適的民俗文化進行教學,并摸索出民俗文化教學的具體模式。第三部分：民俗文化教學的課堂實踐。根據(jù)調(diào)查分析報告,選取了特定的民俗文化,采取了特定的教學模式,開展了具體的課堂教學實踐,并把課堂教學錄音轉(zhuǎn)寫成為文本,為國際漢語教學中的民俗文化教學積累了語料。第四部分：民俗文化教學幾大原則。在調(diào)查報告和實際教學實踐的基礎(chǔ)上,總結(jié)了國際漢語教學中的民俗文化教學的幾大原則：合理選擇民俗；根據(jù)學生興趣合理融入民俗；通過中外民俗的文化撞擊激發(fā)學生的學習興趣；課內(nèi)和課外相結(jié)合。第五部分：結(jié)語。最后這一部分是對全文的梳理總結(jié)。
[Abstract]:With the promotion of globalization and the continuous improvement of China's comprehensive national strength, Chinese and Chinese culture have gradually attracted more and more attention from foreigners. China's international Chinese language education has also achieved unprecedented development. International Chinese teaching is not only a language teaching, but also a culture teaching. However, the research on international Chinese culture teaching based on folklore is rare, and how to effectively promote folklore culture teaching in international Chinese teaching activities is still a difficult problem. On the basis of some teaching records and two investigation reports, this paper analyzes and studies the folklore culture teaching in Georgian Chinese teaching, and tries to find the entrance of folklore culture teaching so as to promote the development of folklore culture teaching. The full text is divided into five parts: the first part: introduction. Starting with the topic selection of the thesis, this paper expounds the research value and background of folklore culture teaching in international Chinese teaching, and defines the basic concepts of "folklore" and "folklore culture" in the literature review related to this topic. This paper briefly introduces the research status of folk culture at home and abroad and the research results of folk culture teaching in the field of teaching Chinese as a foreign language. Part two: investigation and analysis of folklore culture teaching. In this part, Chinese teachers in Georgia and students in GLC school are investigated about folklore culture teaching. Through analysis, the author compares the folk culture that students want to learn most with the folk culture that students want to learn most in teachers' eyes, finds out the asymmetry of cultural information, and selects appropriate folklore culture for teaching according to students' interests. And find out the specific mode of folk culture teaching. The third part: the classroom practice of folk culture teaching. According to the investigation and analysis report, selected the specific folklore culture, adopted the specific teaching mode, carried out the concrete classroom teaching practice, and transferred the classroom teaching recording to the text, It accumulates language materials for folk culture teaching in international Chinese teaching. Part four: several principles of folklore culture teaching. On the basis of investigation report and practical teaching practice, this paper summarizes several principles of folklore culture teaching in international Chinese teaching: choosing folklore reasonably, integrating folklore into folklore reasonably according to students' interests; Through the impact of Chinese and foreign folklore culture to stimulate students' interest in learning; in-class and extracurricular combination. Part V: conclusion. The last part is a summary of the full text.
【學位授予單位】：蘭州大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前1條

1 段寶林;《中國民俗大全》總序[J];民俗研究;1996年04期

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本文編號：1905032