初级汉语学习者会意字教学研究.docx

初级汉语学习者会意字教学研究摘要在我国国际地位逐步提升的背景之下，对外汉语教学方兴未艾而在对外汉 语教学中，汉字难学而且未受到足够的重视，在教学方法与教学策略方面也需 要去做更多的研究初级水平的汉语学习者，特别是非汉字文化圈的学习者， 在汉字的认知与书写方面十分吃力由于产生“汉字难学”的畏难情绪，很多 留学生甚至会避开汉字的学习，消极对待，这是十分不可取的在汉语作为第 二语言教学的过程中，汉字教学既是一项长期任务，也扮演着重要角色，因而 汉字教学应该贯穿教学过程的始终但是对于初级阶段的汉语学习者来说，如 果不能解决汉字难学的问题，或者找不到行之有效的学习方法，那么学习汉语 的过程将困难重重针对汉字教学，国内外众多专家学者都提出过不同的看法根据汉字具有 理据性的特点，精心选取典型的会意字，进行教学设计，运用适当的教学方法 和技巧讲解与训练，力求增加课堂的趣味性，调动学生学习会意字的积极性， 加深留学生对会意字的认识本文包含五个部分：绪论部分介绍了本文的研究背景、研究意义、研究综述、研究方法、研究 理论以及研究思路和框架第一部分为会意字概述简要概括了会意字的定义、分类以及特性以及《汉 字等级大纲》（甲级字）会意字统计分析。

对《汉字等级大纲》（甲级字）的 会意字进行分类统计，为后面分析适用于不同类型会意字的教学方法做了铺垫第二部分为初级阶段汉字习得现状进行了研究论述留学生汉字课程开设情 况，当前汉语学习者汉字习得存在的问题以及对在会意字教学中存在的问题做 了分析第三部分为初级阶段会意字教学对策针对第二部分存在的问题对会议字的 教学进行了设计具体包括字理与字形、字理与文化、字理与游戏教学法结合 的教学设计，以求将本论文的研究成果应用于实践本文的最后一部分是结语，根据所得出的结论，提出创新之处及不足关键词：初级阶段；会意字教学；教学对策AbstractUnder the background of gradual improvement of our country's international status, teaching Chinese as a foreign language is in the ascendant. In teaching Chinese as a foreign language, however, Chinese characters are difficult to learn and not sufficiently valued. More research is needed on teaching methods and teaching strategies. Beginners Chinese learners, especially learners of non-Chinese cultural circles, find it hard to recognize and write Chinese characters. Due to the awkward emotion of "Chinese characters are hard to learn," many overseas students even avoid studying Chinese characters and treating them negatively. This is very undesirable. In the process of teaching Chinese as a second language, teaching Chinese characters is both a long-term task and an important one. Therefore, teaching of Chinese characters should run through the teaching process. However, for Chinese learners in their primary stage, the process of learning Chinese will be difficult if they can not solve the difficult Chinese characters or find effective learning methods.For Chinese teaching, many experts and scholars both at home and abroad have put forward different views. According to the characteristics of Chinese characters are motivated, carefully selected typical words, teaching design, use of appropriate teaching methods and techniques to explain and train, and strive to increase the interest of the classroom, to mobilize the enthusiasm of learners to understand the word, to deepen the students of the Italian word Understanding.This article consists of five parts:The introduction part introduces the research background, research significance, research summary, research methods, researchTheory and research ideas and framework.The first part is a summary of knowing words. Briefly summarize the definition, classification and characteristics of the intelligible words and the statistical analysis of the meaning of the "outline of Chinese characters" (Grade A). The classification and statistics of the Chinese characters of the "outline level" (Grade A) are paved the way for the analysis of teaching methods applicable to different types of Chinese characters.The second part studies the status quo of Chinese characters acquisition in the initial stage. This paper discusses the opening of Chinese characters courses for foreign students, the existing problems of Chinese characters acquisition for current Chinese learners, and analyzes the existing problems in the teaching of Chinese charactersThe third part is the primary stage of knowing word teaching strategy. For the second part of the existing problems in the teaching of the word design. Specifically, it includes the instructional design combined with the characters and the font, the character and the culture, the character and the game pedagogy, in order to apply the research results of this thesis to practice.The last part of this article is the conclusion, based on the conclusions drawn, put forward innovations and deficiencies.Key words: primary stage; knowing word teaching; teaching strategy绪论 错误!未定义书签。

第一节研究背景 错误!未定义书签第二节研究意义 错误!未定义书签第三节研究综述 错误!未定义书签一. 对外汉语汉字教学研究综述 错误!未定义书签利用汉字理据性特点进行初级对外汉字教学 错误!未定义书签三.会意字研究 错误!未定义书签第四节理论基础 错误!未定义书签第五节研究方法 错误!未定义书签第一章会意字概述 错误!未定义书签第一节会意字的定义 错误!未定义书签第二节会意字分类 错误!未定义书签—.以形会意 错误!未定义书签二. 以义会意 错误!未定义书签第三节会意字的特性 错误!未定义书签一. 共时性 错误!未定义书签二. 直观性 错误!未定义书签三. 整体性 错误!未定义书签第四节初级阶段会意字统计分析 错误!未定义书签第五节小结 错误!未定义书签第二章初级汉语学习者习得会意字现状 错误!未定义书签第一节留学生汉字课程开设情况 错误!未定义书签第二节 初级汉语学习者初级阶段习得会意字存在的问题错误！未定 义书签一 .识词不识字”问题严重 错误!未定义书签二. 对汉字结构存在认知障碍 错误!未定义书签三. 对汉字的记忆方式存在局限性 错误!未定义书签第三节 会意字以及在教学中存在的问题. . . . •错误!未定义书签。

单独的汉字课作为依托 错误!未定义书签二.会意字教学方面相关教材 错误!未定义书签第四节小结 错误!未定义书签第三章初级阶段会意字教学对策 错误!未定义书签第一节初级阶段会意字教学分析 错误!未定义书签一. 字形教学分析 错误!未定义书签二. 文化教学分析 错误!未定义书签三. 游戏教学分析 错误!未定义书签第二节异体会意字的教学对策 错误!未定义书签字理与字形结合的教学对策 错误!未定义书签教学理念 错误!未定义书签教学内容 错误!未定义书签三）教学过程 错误!未定义书签二.字理与文化结合的教学对策 错误!未定义书签教学中的文化渗透 错误!未定义书签二） 教学中的内容选取 错误!未定义书签三） 教学中的文化体验 错误!未定义书签第三节同体会意字的教学对策 错误!未定义书签教学过程要有趣味性 错误!未定义书签二）教学优先为原则 错误!未定义书签三） 教学设。