發(fā)布時(shí)間：2018-05-17 16:59

  本文選題：小學(xué)語(yǔ)文 + 框架語(yǔ)義學(xué)��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：同義詞辨析作為詞語(yǔ)教學(xué)中的重點(diǎn)難點(diǎn),對(duì)學(xué)生掌握詞語(yǔ)有著很大的幫助,學(xué)習(xí)者了解同義詞之間的差別,掌握同義詞辨析的方法,是學(xué)習(xí)者掌握詞匯的重要方面。然而,從查閱的相關(guān)文獻(xiàn)和調(diào)查問(wèn)卷中了解到一些教師在教學(xué)同義詞辨析時(shí)會(huì)出現(xiàn)一些問(wèn)題,導(dǎo)致學(xué)生對(duì)同義詞辨析的學(xué)習(xí)效果并不理想,框架語(yǔ)義學(xué)為同義詞辨析提供了新的視角,將當(dāng)前同義詞辨析中出現(xiàn)的問(wèn)題與從框架語(yǔ)義學(xué)中得到的啟示相結(jié)合,為學(xué)習(xí)者學(xué)習(xí)同義詞辨析再辟蹊徑。當(dāng)前小學(xué)階段的同義詞辨析存在著很多問(wèn)題,教師過(guò)度詳細(xì)的解析詞語(yǔ),讓同義詞辨析教學(xué)缺乏趣味性,教師在講解同義詞辨析教學(xué)時(shí),如果只是一味地講解詞語(yǔ)的意思,不僅會(huì)讓學(xué)習(xí)變得枯燥、乏味,不能吸引學(xué)生的學(xué)習(xí)興趣,也不利于學(xué)生的識(shí)記。如果教師在教學(xué)中沒(méi)有改變傳統(tǒng)的教學(xué)模式,繼續(xù)采用陳舊的同義詞辨析教學(xué)方法,忽視學(xué)生的體驗(yàn),忽視學(xué)生獨(dú)特的見(jiàn)解和思維,會(huì)讓學(xué)生在學(xué)習(xí)中沒(méi)有思考的過(guò)程,所以在教學(xué)中我們要尊重學(xué)生的個(gè)性體驗(yàn)和見(jiàn)解,對(duì)他們獨(dú)特的思想見(jiàn)地和理解加以引導(dǎo)和鼓勵(lì),更有利于學(xué)生的吸收和思想的交流。同義詞教學(xué)缺乏系統(tǒng)的教學(xué)內(nèi)容,是同義詞辨析教學(xué)面臨的另一問(wèn)題。在當(dāng)前的同義詞辨析教學(xué)中,由于考試中考題所占的分值較少,所以教師在課文教學(xué)、識(shí)字教學(xué)中幾乎不進(jìn)行同義詞辨析的教學(xué),實(shí)際上同義詞辨析的教學(xué)對(duì)詞語(yǔ)的教學(xué)有很大的幫助。同義詞辨析教學(xué)需要改變傳統(tǒng)的教學(xué)理念迫在眉睫,同義詞辨析結(jié)合框架語(yǔ)義學(xué),對(duì)同義詞辨析的教學(xué)有很大的幫助,框架語(yǔ)義學(xué)為同義詞辨析提供了視角,框架遷移詞語(yǔ)知識(shí),能夠提高小學(xué)生對(duì)詞語(yǔ)的記憶效率,掌握了框架知識(shí),可以提高對(duì)詞語(yǔ)的分析能力。對(duì)比框架元素,區(qū)別語(yǔ)義范圍,對(duì)學(xué)生了解詞語(yǔ)的語(yǔ)義范圍和語(yǔ)義特征比重有很大幫助。收集詞元,可以激活詞語(yǔ)所在的框架,能夠分析框架的語(yǔ)義結(jié)構(gòu)。區(qū)分語(yǔ)體色彩能讓學(xué)生更好的了解同義詞所適應(yīng)的不同的場(chǎng)合,這些教學(xué)策略對(duì)小學(xué)語(yǔ)文同義詞的辨析教學(xué)將會(huì)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(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】：2017
【分類(lèi)號(hào)】：G623.2

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