發(fā)布時(shí)間：2018-11-19 21:47

【摘要】：摘要：對(duì)外漢字教學(xué)在對(duì)外漢語教學(xué)界一直占據(jù)重要的位置,要想學(xué)好漢語以及進(jìn)一步深入地了解中國文化就必須先學(xué)好漢字。然而,在留學(xué)生學(xué)習(xí)漢語的過程中,漢字學(xué)習(xí)卻成為他們的一大瓶頸。所以,對(duì)外漢字教學(xué)界亟需一套行之有效、立竿見影的漢字教學(xué)法來解決這個(gè)重要問題。為此,本文研究了目前在對(duì)外漢字教學(xué)界比較流行的兩種教學(xué)方式：部件教學(xué)和偏旁教學(xué),系統(tǒng)地從漢字認(rèn)知、漢字特點(diǎn)、適用范圍三個(gè)角度對(duì)它們進(jìn)行了比較。通過比較發(fā)現(xiàn)：這兩種教學(xué)方式各有優(yōu)勢(shì)與劣勢(shì)。其中的偏旁教學(xué)著眼于漢字內(nèi)部的規(guī)律特點(diǎn),符合長時(shí)記憶的規(guī)律和成人二語習(xí)得的認(rèn)知特點(diǎn),比較適用于漢字文化圈學(xué)生學(xué)習(xí)漢字；部件教學(xué)著重于漢字形體結(jié)構(gòu),比較適用于漢字的形體教學(xué)和中文信息處理,分析所得部件符合短時(shí)記憶容量,使學(xué)生能對(duì)漢字的形體有初步的感知,為漢字讀音和意義的學(xué)習(xí)奠定了基礎(chǔ)。如果從符合漢字教學(xué)規(guī)律特點(diǎn)和成人二語習(xí)得規(guī)律來說,偏旁教學(xué)明顯優(yōu)于部件教學(xué)。所以,在此基礎(chǔ)上提出了自己的建議：今后的對(duì)外漢字教學(xué)應(yīng)走自主創(chuàng)新之路,把偏旁教學(xué)和部件教學(xué)以及其它漢字教學(xué)法的優(yōu)勢(shì)相結(jié)合,并形成以偏旁教學(xué)為主的綜合式漢字教學(xué)法。此外,還希望在今后的漢字教學(xué)中教師及專家們多關(guān)注適合留學(xué)生學(xué)習(xí)漢字特點(diǎn)規(guī)律的對(duì)外漢字教材的編寫以及非漢字文化圈內(nèi)的留學(xué)生的漢字教學(xué)。使留學(xué)生能夠從本質(zhì)上了解漢字,學(xué)好漢字,進(jìn)而學(xué)好漢語。
[Abstract]:Abstract: the teaching of Chinese characters as a foreign language occupies an important position in the field of teaching Chinese as a foreign language. However, in the process of learning Chinese, Chinese character learning has become a major bottleneck. Therefore, the foreign Chinese character teaching field needs a set of effective and immediate Chinese character teaching method to solve this important problem. Therefore, this paper studies two kinds of teaching methods which are popular in the field of Chinese character teaching in foreign countries at present: component teaching and sidelined teaching, and compares them systematically from three angles of Chinese character cognition, Chinese character characteristics and applicable scope. Through comparison, it is found that the two teaching methods have their own advantages and disadvantages. The partial teaching focuses on the internal characteristics of Chinese characters, accords with the law of long-term memory and the cognitive characteristics of adult second language acquisition, so it is more suitable for the students of Chinese character culture circle to learn Chinese characters. The teaching of components focuses on the shape and structure of Chinese characters, and is more suitable for the teaching of Chinese characters and the processing of Chinese information. The analysis of the components accords with the capacity of short-term memory, so that students can have a preliminary perception of the shape of Chinese characters. It lays a foundation for the study of pronunciation and meaning of Chinese characters. According to the characteristics of Chinese character teaching and adult second language acquisition, partial teaching is superior to component teaching. Therefore, on this basis, the author puts forward his own suggestions: in the future, the teaching of Chinese characters in foreign countries should take the road of independent innovation, combining the advantages of sidelined teaching with the teaching of components and other teaching methods of Chinese characters. And form a comprehensive teaching method of Chinese characters. In addition, it is hoped that in the future Chinese character teaching, teachers and experts will pay more attention to the compilation of foreign Chinese character textbooks suitable for foreign students to learn the characteristics of Chinese characters and the teaching of Chinese characters for foreign students in non-Chinese cultural circles. So that students can understand Chinese characters from the essence, learn Chinese characters, and then learn Chinese.
【學(xué)位授予單位】：天津師范大學(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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本文編號(hào)：2343514