【摘要】：隨著全球掀起漢語(yǔ)學(xué)習(xí)的熱潮,國(guó)內(nèi)各個(gè)地區(qū)的學(xué)校也開始招收四面八方而來(lái)的海外漢語(yǔ)學(xué)習(xí)者。在漢語(yǔ)教學(xué)逐步受到人們重視的同時(shí),作為承載著漢文化的漢字以及漢字教學(xué)卻往往被人們忽略了。漢字筆順對(duì)于普通中國(guó)人來(lái)講,只要有小學(xué)的文化水平就可以掌握,但是對(duì)于各國(guó)的留學(xué)生來(lái)講確實(shí)是難點(diǎn)。雖然各個(gè)學(xué)校的漢語(yǔ)老師也給留學(xué)生講授一些漢字的知識(shí),漢字教學(xué)也有一些相關(guān)教學(xué)研究成果,但是針對(duì)留學(xué)生的漢字筆順教學(xué)研究還很有限。 本文就當(dāng)前留學(xué)生的漢字筆順學(xué)習(xí)的狀況、具體規(guī)則的掌握、遇到的困難和問題等進(jìn)行研究。首先筆者對(duì)二連浩特蒙古族學(xué)校和內(nèi)蒙古師范大學(xué)國(guó)際交流學(xué)院的留學(xué)生進(jìn)行了調(diào)查問卷和漢字筆順的測(cè)試,收集到了一些有用的資料。然后筆者根據(jù)現(xiàn)有的漢字筆順教學(xué)理論和學(xué)生認(rèn)知特點(diǎn),結(jié)合筆者實(shí)習(xí)過程中積累的教學(xué)經(jīng)驗(yàn),對(duì)留學(xué)生漢字筆順教學(xué)中常出現(xiàn)的偏誤進(jìn)行了具體的分類和原因分析,并提出了相應(yīng)的教學(xué)對(duì)策。希望本文能給對(duì)外漢字筆順教學(xué)提供有益參考,幫助漢語(yǔ)學(xué)習(xí)者更好地掌握漢字筆順。 本文主要分為四章,第一章是引言,主要介紹了對(duì)外漢字教學(xué)現(xiàn)狀、本文的研究目的和意義以及本文的研究對(duì)象和方法。第二章首先介紹了漢字筆順的規(guī)則,然后對(duì)留學(xué)生漢字筆順偏誤的調(diào)查問卷和測(cè)試卷進(jìn)行了分析,根據(jù)測(cè)試者的漢語(yǔ)水平高低,分為測(cè)試卷一和測(cè)試卷二,最后對(duì)測(cè)試卷中出現(xiàn)的漢字筆順偏誤進(jìn)行了分類總結(jié)。第三章是針對(duì)測(cè)試中出現(xiàn)的漢字筆順偏誤進(jìn)行原因分析,主要有四大點(diǎn),分別是漢字本身的復(fù)雜性、教學(xué)意識(shí)薄弱、母語(yǔ)負(fù)遷移的影響以及教學(xué)方法不當(dāng)。第四章是對(duì)外漢字筆順偏誤的教學(xué)對(duì)策,主要從四方面著手,首先是增強(qiáng)漢字教學(xué)意識(shí),其次是減少母語(yǔ)負(fù)遷移,再次是改進(jìn)教學(xué)方法,最后是針對(duì)本文漢字筆順偏誤的教學(xué)技巧。
[Abstract]:With the upsurge of Chinese learning in the world, schools in various regions of China have begun to recruit overseas Chinese learners from all over the world. At the same time, Chinese characters as a carrier of Chinese culture and the teaching of Chinese characters are often ignored. It is difficult for Chinese students to master Chinese characters as long as they have the educational level of primary school. Although the Chinese teachers in each school also teach some knowledge of Chinese characters to foreign students and the teaching of Chinese characters has some related teaching and research results, the research on the teaching of Chinese characters stroke sequence for foreign students is still very limited. This paper makes a study on the current situation of Chinese character stroke sequence learning, the mastering of specific rules, the difficulties and problems encountered by foreign students. First, the author carries on the questionnaire and the Chinese character stroke test to the international exchange school of Erlianhaote Mongol School and Inner Mongolia normal University, and collects some useful data. Then, according to the existing teaching theory of Chinese character stroke sequence and the cognitive characteristics of students, combined with the teaching experience accumulated in the course of the author's practice, the author makes a concrete classification and cause analysis of the errors that often appear in the teaching of Chinese character stroke sequence for foreign students. And put forward the corresponding teaching countermeasures. It is hoped that this paper can provide a useful reference for the teaching of Chinese characters in foreign countries and help Chinese learners to master Chinese stroke order better. This paper is divided into four chapters, the first chapter is the introduction, mainly introduces the current situation of the teaching of foreign Chinese characters, the purpose and significance of this study, as well as the research object and method of this paper. The second chapter first introduces the rules of Chinese character stroke order, and then analyzes the questionnaire and test paper of Chinese character stroke error of foreign students. According to the level of Chinese language level of the examiner, it is divided into test paper 1 and test paper 2. Finally, the errors of Chinese characters in the test paper are classified and summarized. The third chapter is to analyze the causes of the errors of Chinese characters in the test. There are four main points: complexity of Chinese characters, weak teaching consciousness, negative transfer of mother tongue and improper teaching methods. The fourth chapter is the teaching countermeasures of Chinese characters' errors, mainly from four aspects, first, to strengthen the Chinese character teaching consciousness, secondly to reduce the negative transfer of mother tongue, and then to improve the teaching method. The last part is the teaching skills of this paper.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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