發(fā)布時(shí)間：2018-02-04 17:11

  本文關(guān)鍵詞： 漢語作為外語 教材本土化 教學(xué)專業(yè)化 德語區(qū) 漢學(xué)系　出處：《復(fù)旦大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：論文對(duì)維也納大學(xué)東亞研究所漢學(xué)系漢學(xué)本科專業(yè)的漢語課程的教材與教學(xué)現(xiàn)狀進(jìn)行考察與分析,提出了通過給通用式教材《漢語教程》編寫教學(xué)材料可以促進(jìn)該系漢語教學(xué)的專業(yè)化,有助于解決漢語教學(xué)與漢語教材在奧地利教學(xué)體系的各個(gè)層次上將來所會(huì)面臨的針對(duì)性問題。論文主張,讓當(dāng)?shù)貪h語教師在編寫教學(xué)材料的過程中提高自己的專業(yè)水平,這樣一來,當(dāng)?shù)貪h語教學(xué)才有可能成熟起來,否則教材本土化將會(huì)無從下手。從這個(gè)意義上說,編寫教學(xué)材料恰恰是這方面的好機(jī)會(huì),也十分符合維也納大學(xué)漢學(xué)系目前對(duì)漢語教材的需求。 就當(dāng)前德語區(qū)的漢語教學(xué)而言,想達(dá)到初級(jí)水平以上的交際能力以及讀懂真實(shí)語料的閱讀能力的學(xué)習(xí)者,非讀漢學(xué)不可,因?yàn)闈h學(xué)系目前是唯一種有相應(yīng)資源的教學(xué)機(jī)構(gòu)。在德語區(qū)的漢學(xué)界中,維也納大學(xué)漢學(xué)系的本科專業(yè)當(dāng)前是規(guī)模最大的、漢語課程較為全面的本科項(xiàng)目,維也納大學(xué)漢學(xué)系也是奧地利唯一的開設(shè)漢語作為外語教學(xué)碩士專業(yè)的教學(xué)單位。換言之,該教學(xué)單位在很大程度上不僅負(fù)責(zé)奧地利的漢語教學(xué),而且也負(fù)責(zé)漢語作為外語教學(xué)的師資培養(yǎng)。因此,如果想實(shí)現(xiàn)奧地利漢語教學(xué)的本土化建設(shè),就應(yīng)該從維也納大學(xué)漢學(xué)系來入手。 論文認(rèn)為,在維也納大學(xué)漢學(xué)系漢語課程當(dāng)前的條件下(見第4、6章),不宜僅僅關(guān)注教材本土化的最后結(jié)果,而有必要更加重視其過程。無論是學(xué)習(xí)者的需求還是教學(xué)者的需求,至此為止,仍有許多未顧及之處,因此,經(jīng)驗(yàn)較為豐富的教師、年輕教師以及漢語作為外語碩士的在讀研究生都應(yīng)該進(jìn)行合作,以逐步地找出并照顧學(xué)習(xí)者和教學(xué)者的實(shí)際需求。具體來說,他們要為當(dāng)?shù)卣Z言教學(xué)的核心教材《漢語教程》(修訂本)設(shè)計(jì)一系列的補(bǔ)充材料。該教科書為維也納大學(xué)漢學(xué)系所長(zhǎng)期使用,教學(xué)者對(duì)它十分熟悉,并且也已經(jīng)為它設(shè)計(jì)過很多其他的補(bǔ)充材料(見第5章),因此,將已有教科書換成另一套顯得比較不可行。 論文對(duì)漢語作為外語(CFL)環(huán)境下教學(xué)材料以及上述已有的補(bǔ)充材料的特點(diǎn)進(jìn)行討論,在此基礎(chǔ)上,就CFL環(huán)境下對(duì)教學(xué)材料的不同需求加以分類。論文認(rèn)為,CFL環(huán)境下的教材需求可概括為：增加有效輸入,擴(kuò)大“感知漢語”的機(jī)會(huì)；引導(dǎo)漢語學(xué)習(xí)的有效方法,提高自主學(xué)習(xí)能力；提高理性認(rèn)知,幫助學(xué)習(xí)者“認(rèn)知漢語”；開發(fā)多媒體教學(xué)資源,激發(fā)課內(nèi)外學(xué)習(xí)熱情等四個(gè)類型。最后,論文為維也納大學(xué)漢學(xué)系將來的教材本土化工作提出若干建議。
[Abstract]:This paper investigates and analyzes the teaching materials and teaching status of the Chinese course in the Sinology Department of the East Asia Institute of the University of Vienna. It is pointed out that the specialization of Chinese teaching in this department can be promoted by compiling teaching materials for the general teaching material "Chinese course". Help to solve the Chinese teaching and Chinese teaching materials in Austria at all levels of the teaching system in the future will be faced with targeted problems. Let local Chinese teachers in the process of preparing teaching materials to improve their professional level, so that the local Chinese language teaching may mature, otherwise the localization of teaching materials will not be able to start. In this sense. The preparation of teaching materials is a good opportunity in this respect and meets the needs of Chinese teaching materials in the Sinology Department of the University of Vienna. As far as Chinese teaching in the German-speaking region is concerned, it is necessary to read Sinology for learners who want to reach the primary level of communicative competence and the ability to read real corpus. Because Sinology is currently the only teaching institution with corresponding resources. In the Sinology field of the German-speaking region, the undergraduate major of Sinology Department of the University of Vienna is currently the largest undergraduate program with a more comprehensive Chinese curriculum. The Department of Sinology at the University of Vienna is also the only Austrian teaching unit offering a master's degree in teaching Chinese as a foreign language. In other words, the teaching unit is not only responsible for Austrian Chinese teaching to a large extent. Therefore, if we want to realize the localization of Austrian Chinese teaching, we should start with the Sinology Department of the University of Vienna. The paper holds that under the current conditions of Chinese course in the Department of Sinology of the University of Vienna (see Chapter 4, Chapter 6), it is not appropriate to pay attention to the final result of localization of textbooks. It is necessary to pay more attention to the process, whether the needs of learners or the needs of teachers, so far, there are still a lot of neglect, therefore, more experienced teachers. Young teachers and graduate students with master's degrees in Chinese as a foreign language should cooperate to gradually identify and take care of the actual needs of learners and teachers. They want to design a series of supplementary materials for the core textbook of the local language teaching, the Chinese course (revised), which has long been used by the Sinology Department of the University of Vienna and is familiar to teaching scholars. And many other supplementary materials have been designed for it (see chap. 5), so it is less feasible to replace existing textbooks with another. This paper discusses the characteristics of Chinese as a foreign language (CFL) environment and the above mentioned supplementary materials. This paper classifies the different demands of teaching materials in CFL environment. The author thinks that the teaching material needs under CFL environment can be summarized as follows: increasing effective input and expanding the opportunity of "perceiving Chinese"; The effective method to guide the learning of Chinese and improve the ability of autonomous learning; To improve rational cognition and help learners to "cognize Chinese"; Developing multimedia teaching resources and arousing the enthusiasm of learning in and out of class are four types. Finally, some suggestions are put forward for the localization of teaching materials in the Sinology Department of the University of Vienna in the future.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吳勇毅;;漢語作為外語環(huán)境下的教材編寫——以面向法國(guó)人的《漢語入門》為例[J];國(guó)際漢語;2011年01期

2 王鶴楠;;《漢語教程》中的英語生詞注釋問題解讀[J];黑龍江高教研究;2011年02期

3 王淼;;《漢語教程》生詞復(fù)現(xiàn)情況統(tǒng)計(jì)及分析[J];江西科技師范學(xué)院學(xué)報(bào);2011年03期

4 魏格林;;溝通和對(duì)話——德國(guó)作家馬丁·瓦爾澤與莫言在慕尼黑的一次面談[J];上海文學(xué);2010年03期

5 趙金銘;;教學(xué)環(huán)境與漢語教材[J];世界漢語教學(xué);2009年02期

6 萬業(yè)馨;;《中國(guó)話》(漢德版)出版[J];世界漢語教學(xué);2009年02期

7 宛新政;;孔子學(xué)院與海外漢語師資的本土化建設(shè)[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語教學(xué)與研究版);2009年01期

8 徐蔚;;美國(guó)兩部漢語教材的對(duì)比分析——《中文天地》和《新實(shí)用漢語課本》[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語教學(xué)與研究版);2011年02期

9 楊寄洲;編寫初級(jí)漢語教材的幾個(gè)問題[J];語言教學(xué)與研究;2003年04期

10 趙金銘;;國(guó)際漢語教育研究的現(xiàn)狀與拓展[J];語言教學(xué)與研究;2011年04期

相關(guān)碩士學(xué)位論文 前5條

1 阮青云;《漢語教程》的漢字練習(xí)本編寫[D];華東師范大學(xué);2011年

2 周麗娟;對(duì)外漢語初級(jí)綜合課教材練習(xí)設(shè)置的考察與分析[D];復(fù)旦大學(xué);2010年

3 王遠(yuǎn)霞;國(guó)別化教材與通用型教材的對(duì)比研究[D];云南大學(xué);2011年

4 張瓏艦;《漢語教程》與《新實(shí)用漢語課本》比較研究[D];四川大學(xué);2006年

5 丁瑾;論德國(guó)學(xué)者莫宜佳中國(guó)古代中短篇敘事文學(xué)研究[D];華東師范大學(xué);2010年

，

本文編號(hào)：1490717