【摘要】：綜觀近十年研究成果,關(guān)于反問(wèn)句的本體研究成果頗多,關(guān)于“難道”一詞的本體研究大同小異者也不下幾十篇,然而能夠結(jié)合對(duì)外漢語(yǔ)教學(xué)以及發(fā)現(xiàn)對(duì)外漢語(yǔ)教材編寫(xiě)問(wèn)題所在并及時(shí)提出解決方案的研究成果依然有待新作。反問(wèn)句尤其是以“難道”這種具有多重意義的句式,一直都是一個(gè)教授和學(xué)習(xí)的難點(diǎn)。長(zhǎng)期以來(lái)關(guān)于“難道”的研究,都只強(qiáng)調(diào)其反問(wèn)意義,直至呂叔湘先生的《文言虛詞》問(wèn)世,提出了“難道”具有反問(wèn)義和揣測(cè)義兩種意義后,這一長(zhǎng)期的偏誤才得以糾正。然而經(jīng)筆者調(diào)查發(fā)現(xiàn),呂先生的這一指正并沒(méi)有引起后期教材、教輔編寫(xiě)以及課堂教學(xué)的關(guān)注。本文從反問(wèn)句的本體研究和“難道”的本體研究入手,對(duì)學(xué)生作業(yè)和課堂教學(xué)進(jìn)行了調(diào)查,并對(duì)多種對(duì)外漢語(yǔ)教材進(jìn)行了分析,還做了調(diào)查問(wèn)卷,從分析結(jié)果看,“難道”無(wú)論是在課堂教學(xué)還是在教材編寫(xiě)中都應(yīng)該引起足夠的重視。因而本文從“難道”本體出發(fā),提出了對(duì)外漢語(yǔ)教材的編寫(xiě)建議,并詳細(xì)地歸納出“難道”的兩種意義的講授方法。
[Abstract]:Looking at the recent ten years of research results, there are quite a lot of research achievements on the ontology of rhetorical questions, and dozens of studies on the ontology of the word "is not much the same," However, the research results of combining the teaching of Chinese as a foreign language and finding out the problems in compiling textbooks for Chinese as a foreign language and putting forward solutions in time are still waiting for new work. The rhetorical question, especially the sentence structure with multiple meanings, has always been a difficulty in teaching and learning. For a long time, the study of "is" only emphasized its counter-question meaning, until Lv Shuxiang's "Classical Chinese function words" came out, and put forward "do" have two meanings of questioning and speculating on meaning, this long-term bias could be corrected. However, through the author's investigation, the author found that the correction of Mr. Lu did not attract the attention of later teaching materials, teaching aids and classroom teaching. Starting with the ontological study of rhetorical questions and the ontological study of "is it", this paper investigates the students' homework and classroom teaching, analyzes various teaching materials for Chinese as a foreign language, and makes a questionnaire, and looks at the results from the analysis. Should we pay enough attention to both classroom teaching and textbook compilation? Therefore, this paper puts forward some suggestions on compiling textbooks for Chinese as a foreign language from the Noumenon of "do", and sums up in detail two teaching methods of the meaning of "do".
【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
【分類號(hào)】：H195

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本文編號(hào)：2285915