發(fā)布時(shí)間：2018-06-25 17:36

  本文選題：人體器官量詞 + 漢語(yǔ)教程��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：學(xué)界對(duì)人體器官量詞的研究尚未深入,現(xiàn)有的研究成果也未能很好地結(jié)合對(duì)外漢語(yǔ)教學(xué)進(jìn)行探討。因此,本文對(duì)人體器官量詞的稱(chēng)法和界定作出自己的理?yè)?jù)說(shuō)明,以《漢語(yǔ)教程(一年級(jí))》(修訂版:語(yǔ)言技能類(lèi))的10個(gè)人體器官量詞(分別是:口、身、眼、首、臉、手、頭、股、耳朵、面)作為研究對(duì)象,結(jié)合重慶師范大學(xué)國(guó)際漢語(yǔ)文化學(xué)院的60位留學(xué)生的人體器官量詞習(xí)得情況進(jìn)行分析。分別從語(yǔ)義特點(diǎn)、語(yǔ)法搭配、語(yǔ)用效果三個(gè)方面進(jìn)行分析,并在此基礎(chǔ)上給出三點(diǎn)教學(xué)設(shè)計(jì)原則。進(jìn)而以人體器官量詞“眼”為例,分別給出人體器官量詞“眼”初級(jí)、中級(jí)、高級(jí)的教學(xué)設(shè)計(jì)。首先,根據(jù)《漢語(yǔ)教程》的10個(gè)人體器官量詞而設(shè)計(jì)的調(diào)查問(wèn)卷,旨在探討不同階段的留學(xué)生對(duì)人體器官量詞的知曉情況和習(xí)得情況。就知曉情況而言,各個(gè)水平階段的留學(xué)生對(duì)人體器官量詞的知曉度最低,特別度最高;就習(xí)得情況而言,對(duì)人體器官量詞的分類(lèi)習(xí)得率高,搭配習(xí)得率低。其次,針對(duì)這十個(gè)人體器官量詞的語(yǔ)義特點(diǎn)(指稱(chēng)性、可附性、可容性、工具性)、語(yǔ)法搭配(人體器官名量詞、人體器官動(dòng)量詞)和語(yǔ)用效果(修辭功能、表量要求)進(jìn)行統(tǒng)計(jì)和分析,并在此基礎(chǔ)上提出人體器官量詞教學(xué)設(shè)計(jì)的三條原則。即:重視人體器官量詞的文化特征;突出人體器官量詞教學(xué)的重點(diǎn)與難點(diǎn);關(guān)注人體器官量詞教學(xué)的整體性與漸進(jìn)性。最后,選擇《漢語(yǔ)教程》中出現(xiàn)次數(shù)、復(fù)現(xiàn)率、特別度分別最高(僅次于“口”)的人體器官量詞——“眼”,從教學(xué)重點(diǎn)、教學(xué)方法和教學(xué)環(huán)節(jié)三個(gè)方面著手,分別給出人體器官量詞“眼”初級(jí)、中級(jí)、高級(jí)的教學(xué)設(shè)計(jì)。初級(jí)階段的教學(xué)設(shè)計(jì)以人體器官名量詞“眼”為教學(xué)重點(diǎn),以圖片法突出“指稱(chēng)性”的教學(xué)內(nèi)容。中級(jí)階段的教學(xué)設(shè)計(jì)以人體器官動(dòng)量詞為教學(xué)重點(diǎn),用情景法、動(dòng)作法突出“工具性”的教學(xué)內(nèi)容。高級(jí)階段的教學(xué)設(shè)計(jì)以人體器官動(dòng)量詞“眼”的語(yǔ)法搭配為教學(xué)重點(diǎn),用情境法、動(dòng)作法、圖片法的教學(xué)方法突出“眼”與不同動(dòng)詞搭配的差異。
[Abstract]:The research on human organ quantifier has not been deeply studied, and the existing research results have not been well combined with the teaching of Chinese as a foreign language. Therefore, this paper makes its own explanation on the method and definition of the body organ quantifier, and 10 human organs quantifiers (the Revised Edition: language skill class). Oral, body, body, eye, head, face, hand, head, stock, ear, face) are used as the research object, combined with the analysis of the human body quantifier acquisition of 60 foreign students from the international Chinese Culture Institute of Chongqing Normal University, respectively from the three aspects of semantic features, grammatical collocation and pragmatic effects, and on this basis, give three principles of teaching design. Taking the human organ Quantifier "eye" as an example, the human organ Quantifier "eye" primary, intermediate and advanced teaching design is given respectively. First, the questionnaire designed according to the 10 human organs quantifiers in the Chinese course is designed to explore the knowledge and acquisition of the body organ quantifiers at different stages of the students. At all levels, students in various levels have the lowest awareness of human organ quantifiers, with the highest degree of special degree. In the case of acquisition, the acquisition rate of human organ quantifiers is high and collocation acquisition is low. Secondly, the semantic features of the ten human organ quantifiers (referential, admissible, capacitive, instrumentality), and grammatical collocation (body organ name) The quantifier, the body organ momentum word) and the pragmatic effect (the rhetorical function, the quantity requirement) to carry on the statistics and analysis, and on this basis put forward three principles of the body organ quantifier teaching design. That is, pay attention to the cultural characteristics of the body organ quantifier, highlight the emphasis and difficulty of the teaching of the body organ quantifier, and pay attention to the integrity of the teaching of the body organ quantifier. Finally, we choose the number of appearance, the repetition rate in the Chinese course, the rate of repetition, and the "eye", which is the highest (second only to "mouth"). From the three aspects of teaching focus, teaching methods and teaching links, the primary, intermediate and advanced teaching design of the human organ quantifier is given respectively. The design takes the "eye" as the focus of the human body's name quantifier and highlights the teaching content of "referential" by the picture method. The intermediate stage teaching design focuses on the momentum words of the body organs, and highlights the "instrumental" teaching content with the scene method and the action method. The advanced stage teaching design is the "eye" language of the momentum word of the human body. The way of collocation is the emphasis of teaching, and the teaching method of situational method, action method and picture method emphasize the difference between "eye" and different verb collocation.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：2066935