發(fā)布時(shí)間：2018-05-04 03:42

  本文選題：對(duì)外漢語教學(xué) + 含“龍”詞語��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：語言與文化的關(guān)系十分密切,它是最重要的文化信息載體和表現(xiàn)形式。對(duì)外漢語的教學(xué)目的是為了培養(yǎng)學(xué)生的漢語能力和用漢語進(jìn)行交際的能力,學(xué)習(xí)者不僅要提高漢語的語言能力,同時(shí)也要掌握相關(guān)的文化因素來提高交際能力。因此在對(duì)外漢語教學(xué)過程中,語言與文化一體化教學(xué)的模式才是對(duì)外漢語教學(xué)的最佳模式。而在語言三要素中,詞匯是文化最主要的承擔(dān)者。在對(duì)外漢語教學(xué)中通過詞匯教學(xué)來導(dǎo)入文化因素,不僅可以提高漢語學(xué)習(xí)者的學(xué)習(xí)興趣,也有助于提高學(xué)習(xí)者漢語交際能力。龍文化是中華民族最具有代表性的優(yōu)秀傳統(tǒng)文化,在對(duì)外漢語教學(xué)中通過教授含“龍”詞語來導(dǎo)入龍文化因素,符合語言教學(xué)與文化教學(xué)相結(jié)合的教學(xué)模式,這種循序漸進(jìn)的文化滲透模式不僅有利于漢語能力的提升,也能潛移默化地加深學(xué)習(xí)者對(duì)龍文化的認(rèn)知,進(jìn)而達(dá)到傳播中國優(yōu)秀傳統(tǒng)文化的目的。本文把如何在對(duì)外漢語詞匯教學(xué)中通過對(duì)含“龍”詞語的教學(xué)導(dǎo)入龍文化因素作為主線,挑選出適合漢語學(xué)習(xí)者學(xué)習(xí)的含“龍”詞語和龍文化因素,參考當(dāng)下流行使用的基礎(chǔ)漢語教材,提出對(duì)外漢語教學(xué)中含“龍”詞語的教學(xué)建議。本文分為五部分:第一部分論述了研究的背景、原因、目的與意義,通過分析當(dāng)前相關(guān)的研究現(xiàn)狀提出研究的問題,介紹了研究的思路。第二部分對(duì)含“龍”詞語進(jìn)行了概述,介紹了已有研究對(duì)含“龍”詞語的考察與分類,并對(duì)“龍”的語素義、含“龍”詞語的感情色彩、象征意義進(jìn)行了分析。第三部分對(duì)含“龍”詞語的出現(xiàn)頻次、含“龍”詞語中“龍”的常用語素義進(jìn)行了考察,確定出了含“龍”詞語在漢語教學(xué)中的教學(xué)選擇。第四部分對(duì)《新實(shí)用漢語課本》《實(shí)用漢語》兩套教材中的含“龍”詞語進(jìn)行了考察,對(duì)教材的編寫進(jìn)行了評(píng)價(jià),并提出了建議。第五部分根據(jù)前文的研究結(jié)果,針對(duì)對(duì)外漢語含“龍”詞語教學(xué)提出了相關(guān)的建議。
[Abstract]:The relation between language and culture is very close, it is the most important cultural information carrier and expression form. The purpose of teaching Chinese as a foreign language is to cultivate students' Chinese ability and communication ability. Learners should not only improve their Chinese language ability, but also master relevant cultural factors to improve their communicative competence. Therefore, in the process of teaching Chinese as a foreign language, the integration of language and culture is the best mode of teaching Chinese as a foreign language. Among the three elements of language, vocabulary is the most important carrier of culture. The introduction of cultural factors in the teaching of Chinese as a foreign language can not only enhance the learning interest of Chinese learners, but also improve their Chinese communicative competence. Dragon culture is the most representative traditional culture of the Chinese nation. In the teaching of Chinese as a foreign language, the dragon culture factor is introduced by teaching the words "dragon", which is in line with the teaching mode of combining language teaching with culture teaching. This gradual cultural infiltration model is not only conducive to the improvement of Chinese ability, but also can deepen the learners' understanding of dragon culture, and then achieve the purpose of spreading Chinese excellent traditional culture. In this paper, how to introduce "dragon" words into the teaching of Chinese vocabulary as the main line, and select the "dragon" words and cultural factors suitable for Chinese learners to learn. Referring to the popular basic Chinese teaching materials, this paper puts forward some teaching suggestions of "dragon" in teaching Chinese as a foreign language. This paper is divided into five parts: the first part discusses the background, reason, purpose and significance of the research. The second part gives an overview of the word "dragon", introduces the investigation and classification of the word "dragon", and analyzes the morpheme meaning, emotional color and symbolic meaning of "dragon". The third part investigates the frequency of the appearance of the word "dragon" and the meaning of the common term "dragon" in the word "dragon", and determines the teaching choice of the word "dragon" in Chinese teaching. In the fourth part, the author makes an investigation of the words "dragon" in the two sets of textbooks, evaluates the compilation of the textbooks, and puts forward some suggestions. The fifth part, according to the above research results, puts forward the related suggestions for the teaching of the word "dragon" in Chinese as a foreign language.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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