| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，俄语毕业论文，下载原文正常，内容请直接查看目录。） 十七世纪末十八世纪初,跟着中俄两国官方来往日渐频仍,对于外语人才的需求也随之涌现。在如许的配景下,中俄两个近邻分离于十八世纪初在各自国际开端测验考试对对方说话的进修。中国俄语教导肇端于1708年树立的俄罗文雅馆,俄国的汉语教导肇端于驻北京宗教使团。经由约两个世纪的成长,到二十世纪初时,俄国构成了体系、活着界汉学界占领主要位置的新学科--俄国汉学,涌现了诸多世界有名的汉学家及汉学作品,而在中国,俄罗斯学却尚谈不上起步。本文试图联合中俄两国详细汗青配景、平易近族文明及教导思惟,对十八世纪至二十世纪初中国的俄语教导和俄国的汉语教导情形停止比较研究,进而透析出两国晚期在外语教导计划和教导思惟上的差别及其作用。本论文重要由引言、注释、结论三部门构成。引言部门重要引见论文的研究目标和意义,并扼要回想了国际外对于中国晚期俄语教导和俄国汉语教导的研究现状。注释包含四章。第一章对中国俄语教导机构和俄国汉语教导机构的设置停止比较,包含其性质、范围、地区散布及成长走向;第二章比较两国在教导目的的设定、其根据、履行与实行方面的差异;第三章对两国外语教授教养中的详细的教授教养内容及手腕停止比较,包含教授教养治理、师资起源、课程设置、教材编排、教授教养办法、测验轨制和学术研究等;第四章为教导结果比较,包含两国外语人才的造就情形及学术研究情形等。经由过程比较得出结论中国晚期的俄语教导与俄国晚期汉语教导的展开在各个时代各具特点。从全体来看,中国的俄语教导情势较为单一,更重视教导的适用性,不看重基本教导和迷信研究,成长较慢,结果较少,而俄国的汉语教导情势多样,看重迷信研究任务,成长周全,结果明显。究其缘由,社会临盆力落伍、中国传统“天朝上国”文明思惟、封建科举轨制及传统教导思惟和办法,是招致中国晚期俄语教导成长滞后的重要身分。 Abstract: At the end of seventeenth Century and early eighteenth Century, with the Chinese and Russian officials to increasingly frequent, on the demand of foreign language talents emerged. In this context, China and Russia two neighbor separation in early eighteenth Century in their respective international test start talking to each other to learn. Beginning in 1708 Chinese Russian teaching set up Russia elegant hall, the Russian Embassy in Beijing to teach Chinese originated from religious missions. Through the growth of about two centuries, at the beginning of the 20th century Russia constitute the system, alive circles Sinology occupied the position of the main subject -- Russian Sinology, the emergence of many world famous Sinologist and Sinological works, and in China, Russia and study is not started. This paper attempts to a joint Sino Russian two countries with historical background, ethnic culture and education thought, at the beginning of the eighteenth century to the 20th century Russian teaching in China and the Russian Chinese teaching case comparison study, and the dialysis of the advanced countries in the foreign language teaching plans and teaching the ideological difference and its influence. This paper consists of introduction, conclusion and three Department notes. The introduction part introduce important thesis research goal and significance, and briefly reviewed the research situation about the international advanced China Russian teaching and teaching Chinese in russia. The four chapter contains notes. First chapter of Chinese and Russian teaching institutions and the Russian and Chinese teaching institutions set stop comparing, containing spread and grow to the nature, scope, area; in the second chapter, we make a comparison between the two countries in setting teaching purposes, according to the performance and implementation of the similarities and differences; in the third chapter, the two foreign languages teaching with the teaching content and the wrist to stop comparing, including teaching governance, teachers origin, curriculum, textbooks, teaching methods, test system and academic research; chapter four taught results compared to those containing two foreign languages people before training and academic research. Through the process of comparing the conclusion China late to teach Russian and Russian advanced Chinese expansion in all ages have their own characteristics. On the whole, Chinese Russian teaching situation is relatively single, pay more attention to teach the applicability of, the value of basic teaching and scientific research, slower growth, and the results are less, and the Russian Chinese taught in various forms, the task of scientific research value, comprehensive development, the effect is distinct. Investigate its reason, backward social productive forces, Chinese traditional thought of "the Middle Kingdom" civilization, feudal imperial examination system and the traditional teaching ideas and methods is lead to China in the late Russian teaching development lags behind the status. 目录: |
