| 一向以来，对外汉语中的汉字教授教养与辞汇教授教养颇受看重，也有学者提出字源法的教授教养战略。而在对韩汉语教授教养中，很多学者都指出了韩语中汉字词数目浩瀚。既然韩语中有年夜量的汉字词，为什么晦气用这一特色停止辞汇教授教养呢？笔者赴韩练习一年，在一年的教授教养中发明汉韩两种说话固然附属于分歧语系，但却有很多相通的地方，经由过程解析这些相通处，探究出一套针对韩国粹生卓有成效的汉语疾速入门法，即用字源法停止汉字教授教养，用音似法停止辞汇教授教养。运用这两种教授教养战略让韩国的汉语进修者能事半功倍地进修汉语，找到字词难点的冲破口，韩语论文题目，并由此及彼，各个击破。字源法教授教养战略是根据汉字分为象形、指事、会心、形声、转注、假借六类，个中形声字占多半，在古代汉语经常使用字表列出的3500经常使用字中，形声字约占80%，别的指事、象形和会心字也较多。汉字固然较难控制，但多有理据可循，是以可以追根溯源，把这些汉字酿成丹青，韩语论文，讲成事理指点先生进修汉字。音似法教授教养战略是运用韩语中与汉语类似或邻近的读音，赞助先生懂得和记忆汉语辞汇。固然，这类教授教养战略只针对韩语中的汉字词，有必定的局限性。经由过程这两种教授教养战略的探究和商量，愿望对将来对韩汉语中的字词教授教养有必定的赞助和参考价值。 Abstract: All along, the teaching and learning of Chinese characters in the foreign language teaching and learning is quite valued, there are scholars who put forward the word source of teaching strategies. In the teaching of Korean and Chinese, many scholars have pointed out that the number of Chinese characters in Korean is vast. Since there is a large amount of Chinese characters in Korean words, why not use this feature to stop vocabulary teaching? The author to Korea practices for a year, in a year of teaching invention of Chinese and Korean two talk while attached to different languages, but many interlinked place, through the analysis of these similarities, and explore a set for the quintessence of Han students effective Chinese QuickStart method, namely source word method is used to stop Chinese character teaching, with the sound seemed to stop teaching vocabulary. Application this two kind of teaching strategy let Korean learning Chinese can get twice the result with half the effort to learn Chinese, find words and difficult to break, and associating, divide and conquer. Word source method teaching strategy is according to Chinese pictographs, self explanatory, knowing, pictophonetic characters, converting, under the guise of six categories, medium pictophonetic characters accounted for mostly, in the ancient Chinese frequently used characters "list of 3500 frequently used words, pictophonetic characters accounted for about 80%, other self explanatory, pictographic and knowing words more. Chinese course is difficult to control, but more rational to follow is to can be traced to these characters lead to Dan, speak of a reasonable guide the students learn Chinese characters. The teaching strategy is to apply the Korean language in the similar or adjacent to the pronunciation, Mr. sponsor to understand and remember the vocabulary of Chinese words. Of course, this kind of teaching strategy only for Chinese characters in Korean words, there are certain limitations. Through the process of the two kinds of teaching strategies to explore and discuss, the desire of the Korean Chinese in the future of the word teaching has a certain degree of sponsorship and reference value. 目录: 摘要 3-4 Abstract 4-5 附表清单 6-8 1. 绪论 8-15 1.1 汉语热在韩国 8-11 1.2 韩国汉语教育近况略论 11-15 2. 对韩汉语字词教学的难点略论 15-19 2.1 汉字难点 15-17 2.2 词汇难点 17-19 3. 应对教学难点的教学策略 19-33 3.1 字源法攻克汉字难点 19-27 3.2 音似法攻克词语难点 27-33 4. 结论 33-34 参考文献 34-35 附录一 汉字部件全表及组字例 35-41 附录二 汉语口语第二册 13 课离这儿有多远教案 41-45 附录三 汉语口语2 试卷 45-47 致谢 47 |
