本文選題：小學語文 + 框架語義學　； 參考：《內(nèi)蒙古師范大學》2017年碩士論文

【摘要】：同義詞辨析作為詞語教學中的重點難點,對學生掌握詞語有著很大的幫助,學習者了解同義詞之間的差別,掌握同義詞辨析的方法,是學習者掌握詞匯的重要方面。然而,從查閱的相關文獻和調(diào)查問卷中了解到一些教師在教學同義詞辨析時會出現(xiàn)一些問題,導致學生對同義詞辨析的學習效果并不理想,框架語義學為同義詞辨析提供了新的視角,將當前同義詞辨析中出現(xiàn)的問題與從框架語義學中得到的啟示相結(jié)合,為學習者學習同義詞辨析再辟蹊徑。當前小學階段的同義詞辨析存在著很多問題,教師過度詳細的解析詞語,讓同義詞辨析教學缺乏趣味性,教師在講解同義詞辨析教學時,如果只是一味地講解詞語的意思,不僅會讓學習變得枯燥、乏味,不能吸引學生的學習興趣,也不利于學生的識記。如果教師在教學中沒有改變傳統(tǒng)的教學模式,繼續(xù)采用陳舊的同義詞辨析教學方法,忽視學生的體驗,忽視學生獨特的見解和思維,會讓學生在學習中沒有思考的過程,所以在教學中我們要尊重學生的個性體驗和見解,對他們獨特的思想見地和理解加以引導和鼓勵,更有利于學生的吸收和思想的交流。同義詞教學缺乏系統(tǒng)的教學內(nèi)容,是同義詞辨析教學面臨的另一問題。在當前的同義詞辨析教學中,由于考試中考題所占的分值較少,所以教師在課文教學、識字教學中幾乎不進行同義詞辨析的教學,實際上同義詞辨析的教學對詞語的教學有很大的幫助。同義詞辨析教學需要改變傳統(tǒng)的教學理念迫在眉睫,同義詞辨析結(jié)合框架語義學,對同義詞辨析的教學有很大的幫助,框架語義學為同義詞辨析提供了視角,框架遷移詞語知識,能夠提高小學生對詞語的記憶效率,掌握了框架知識,可以提高對詞語的分析能力。對比框架元素,區(qū)別語義范圍,對學生了解詞語的語義范圍和語義特征比重有很大幫助。收集詞元,可以激活詞語所在的框架,能夠分析框架的語義結(jié)構(gòu)。區(qū)分語體色彩能讓學生更好的了解同義詞所適應的不同的場合,這些教學策略對小學語文同義詞的辨析教學將會有很大的幫助。
[Abstract]:Synonym discrimination, as a key and difficult point in the teaching of words, is of great help to students in mastering words. It is an important aspect for learners to understand the differences between synonyms and to master the methods of synonym discrimination. However, from the relevant literature and questionnaire, we know that some teachers will have some problems in teaching synonym discrimination, which leads to the students' learning effect of synonym discrimination is not ideal. Frame semantics provides a new angle of view for synonym discrimination. It combines the problems in synonym discrimination with the enlightenment from frame semantics, and provides a new way for learners to learn synonyms. At present, there are many problems in synonym discrimination in primary school. The teachers' excessive and detailed analysis of words makes the teaching of synonym discrimination lack of interest. When teachers explain the teaching of synonym discrimination, if they only explain the meaning of words blindly, Not only will learning become boring, not to attract students' interest in learning, but also bad for students' memorization. If the teacher does not change the traditional teaching mode in the teaching, continues to adopt the old synonym discrimination teaching method, neglects the student's experience, neglects the student's unique opinion and the thought, will let the student not have the thought process in the study, Therefore, we should respect students' personal experience and opinions in teaching, guide and encourage their unique ideas and understanding, which is more conducive to students' absorption and exchange of ideas. Synonym teaching lacks systematic teaching content, which is another problem in synonym discrimination teaching. In the current teaching of synonym discrimination, because the scores of the examination questions are less, teachers hardly carry out the teaching of synonym discrimination in text teaching and literacy teaching. In fact, the teaching of synonym discrimination is of great help to the teaching of words. The teaching of synonym discrimination needs to change the traditional teaching idea urgently. Synonym discrimination combined with frame semantics is of great help to the teaching of synonym discrimination. Frame semantics provides a visual angle for synonym discrimination. Frame transfer of word knowledge can improve the efficiency of primary school students' memory of words, master frame knowledge, and improve the analysis ability of words. Comparing frame elements and differentiating semantic scope is of great help for students to understand the semantic scope and the proportion of semantic features of words. Collecting lexical elements can activate the frame of words and analyze the semantic structure of frame. Distinguishing style colors can help students better understand the different situations of synonyms. These teaching strategies will be of great help to the teaching of Chinese synonyms in primary schools.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.2

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