發(fā)布時(shí)間：2018-03-25 00:34

  本文選題：泰國(guó)高校　切入點(diǎn)：初級(jí)漢語(yǔ)教材　出處：《上海師范大學(xué)》2012年碩士論文

【摘要】：本文選擇三套泰國(guó)高�，F(xiàn)行的漢語(yǔ)初級(jí)階段教材作為研究對(duì)象，這三套教材分別由泰國(guó)高校教師自編的《基礎(chǔ)漢語(yǔ)》，中泰合編的《泰國(guó)人學(xué)漢語(yǔ)》和中國(guó)大陸編寫(xiě)的《漢語(yǔ)教程》。主要運(yùn)用對(duì)比、統(tǒng)計(jì)等方法，考察這三套教材中語(yǔ)法項(xiàng)目的選取和編排情況。并在此基礎(chǔ)上，嘗試對(duì)泰國(guó)高校初級(jí)漢語(yǔ)教材編寫(xiě)提出意見(jiàn)和建議，以期為泰國(guó)國(guó)內(nèi)漢語(yǔ)教材語(yǔ)法項(xiàng)目的編排方面提供參考依據(jù)，推動(dòng)泰國(guó)初級(jí)漢語(yǔ)教材編寫(xiě)的深入研究和泰國(guó)漢語(yǔ)教學(xué)的發(fā)展。 本文從語(yǔ)法項(xiàng)目的數(shù)量、甲乙丙丁四級(jí)語(yǔ)法項(xiàng)目的選取、各套教材語(yǔ)法項(xiàng)目編排的特點(diǎn)以及語(yǔ)法項(xiàng)目的分布編排等幾方面入手，對(duì)三套教材語(yǔ)法項(xiàng)目的選取及其編排進(jìn)行了全方位的考察。 就語(yǔ)法項(xiàng)目選取而言，有的教材平均每課語(yǔ)法項(xiàng)目數(shù)量少，有的數(shù)量偏高。從各冊(cè)平均每課語(yǔ)法量來(lái)看，有的教材各冊(cè)平均每課語(yǔ)法項(xiàng)目呈逐步減少態(tài)勢(shì)，，有的是呈逐步增加態(tài)勢(shì)，我們認(rèn)為，語(yǔ)法教學(xué)量每課編排應(yīng)該控制在少則1-2個(gè)、多則3-4個(gè)，如果能夠在語(yǔ)音階段同時(shí)教授語(yǔ)法，就會(huì)大大減少每課語(yǔ)法項(xiàng)目的平均數(shù)量，減少每一課的教學(xué)量和降低教學(xué)難度。三套教材都以甲級(jí)語(yǔ)法項(xiàng)目為主，而且數(shù)量還未達(dá)到《大綱》的標(biāo)準(zhǔn)。三套教材對(duì)于丙丁級(jí)語(yǔ)法項(xiàng)目的甄選都很謹(jǐn)慎，但對(duì)于初級(jí)階段的學(xué)生來(lái)說(shuō)有相當(dāng)?shù)碾y度，最好在學(xué)習(xí)完甲乙級(jí)相關(guān)類(lèi)別的語(yǔ)法項(xiàng)目后，再考慮用丙、丁級(jí)語(yǔ)法項(xiàng)目。由于《大綱》收集的語(yǔ)法項(xiàng)目不夠詳細(xì)和齊全，導(dǎo)致部分教材“其他語(yǔ)法項(xiàng)目”的出現(xiàn)超過(guò)了《大綱》的標(biāo)準(zhǔn)。所以我們認(rèn)為，《大綱》需要作進(jìn)一步的調(diào)整、修改并加以完善。 就語(yǔ)法項(xiàng)目的編排而言，從“了”前語(yǔ)法和“了”后語(yǔ)法來(lái)看，部分教材將相關(guān)“定語(yǔ)、狀語(yǔ)”的表達(dá)形式安排在“了”后面，部分教材安排在“了”前面。有的教材忽略了比較句、“把”字句、“被”字句等特殊句式，未將其選入教材中。三套教材相關(guān)編排順序上還有所欠缺，某些語(yǔ)法項(xiàng)目排序錯(cuò)亂顛倒，影響整個(gè)教學(xué)體系的完整性，也會(huì)阻礙后續(xù)教學(xué)計(jì)劃的實(shí)施。初級(jí)階段教材語(yǔ)法項(xiàng)目的編寫(xiě)應(yīng)該加強(qiáng)語(yǔ)言對(duì)比與習(xí)得偏誤研究，遵循循序漸進(jìn)、實(shí)用性、分散性、針對(duì)性的原則進(jìn)行選編，使其更符合學(xué)習(xí)者的需求，起到針對(duì)性的作用。
[Abstract]:This paper chooses three sets of current Chinese teaching materials in Thai universities and colleges as the object of study. The three sets of textbooks were compiled by the teachers of Thai universities and colleges respectively, "basic Chinese", "Thai Learning Chinese" compiled jointly by China and Thailand, and "Chinese course" compiled by mainland China. The main methods of comparison and statistics are used. This paper examines the selection and arrangement of grammar items in the three sets of textbooks. On this basis, it tries to put forward some suggestions and suggestions on the compilation of primary Chinese textbooks in Thai universities and colleges. In order to provide a reference for the arrangement of grammar items in Thai Chinese teaching materials, and to promote the in-depth study of the compilation of primary Chinese textbooks in Thailand and the development of Thai Chinese teaching. This paper starts with the quantity of grammatical items, the selection of grammar items in CET-4, the characteristics of grammatical items in each set of textbooks, and the distribution of grammatical items. The selection and arrangement of grammar items in three sets of textbooks are investigated in all directions. As far as the selection of grammar items is concerned, the average number of grammar items per lesson in some textbooks is small, while the number of grammar items in some textbooks is on the high side. From the perspective of the average grammar quantity of each lesson in each volume, the average grammar items of each lesson in some textbooks are gradually decreasing. Some of them are gradually increasing. We think that the amount of grammar teaching should be controlled at 1-2 or 3-4 per lesson. If we can teach grammar at the same time in the phonetics stage, we will greatly reduce the average number of grammar items in each lesson. Reduce the amount of teaching in each lesson and reduce the difficulty of teaching. The three sets of teaching materials are based on Grade A grammar items, and the number of them has not yet reached the standard of syllabus. The three sets of textbooks are very careful in the selection of Grade C grammar items. However, it is quite difficult for the students at the primary stage. It is better to consider using the C and D grammar items after studying the grammar items in the relevant categories of Grade A and B. As the grammar items collected in the outline are not enough detailed and complete, As a result, "other grammatical items" in some textbooks exceed the standard of "outline". Therefore, we think that the outline needs to be further adjusted, revised and perfected. As far as the arrangement of grammatical items is concerned, from the perspective of "pre-grammar" and "post-grammar", some textbooks arrange the expressions of related "attributives, adverbials" after "has". Some textbooks are arranged in front of "I". Some textbooks ignore comparative sentences, such as "Ba" and "be", and do not choose them into the textbook. There are still some deficiencies in the related arrangement of the three sets of textbooks. Some grammatical items are confused and reversed, which will affect the integrity of the whole teaching system and hinder the implementation of subsequent teaching plans. The compilation of grammar items in primary textbooks should strengthen the study of language contrast and acquisition bias, and follow step by step. The principles of practicability, dispersion and pertinence are selected to meet the needs of learners and play a targeted role.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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